Regional
World Language
Curriculum Guide
Developed By and For:
The Regional Districts
of
Frankford, Lafayette, and SussexWantage Schools
Grades K-8
Revised 2014-2015
Implementation 2015 – 2016
Table of Contents
Credits ........................................................................................................................................................... 2
Philosophy ...................................................................................................................................................... 3
Goals .............................................................................................................................................................. 4
Advocacy and Service and Active Citizenship ................................................................................................. 5
Holocaust Education ...................................................................................................................................... 7
Topics and Units for Grade K – 8th Levels of Instruction ........................................................................................ 8
Grades K – 5.............................................................................................................................................. 8
Grades 6 – 8............................................................................................................................................... 8
Grades K-5 Instructional Units ...................................................................................................................... 6
Greetings and Farewells and Ask and State Feelings ................................................................................... 6
Spanish-Speaking Countries ....................................................................................................................... 8
School Supplies & Classroom Objects........................................................................................................ 9
Family and Pets ........................................................................................................................................ 10
Clothing and Body Parts .......................................................................................................................... 12
Colors, Shapes, Sizes ................................................................................................................................ 13
Weather, Seasons and Numbers Calendar, Dates, Birthdates .................................................................... 14
Grade 5 Instructional Units .......................................................................................................................... 16
Rooms in the House or Apartment .......................................................................................................... 16
Likes and Dislikes and Food .................................................................................................................... 17
Grade 6th – 8th Implementation Rationale ..................................................................................................... 18
Grades 6-8 Instructional Units...................................................................................................................... 20
Todo Acerca de Mi y Mi Familia .............................................................................................................. 20
¿Adónde vas? ........................................................................................................................................... 22
¿Dónde se habla español?......................................................................................................................... 24
¿Te gusta la escuela? ................................................................................................................................. 26
Grades 6-8 Enrichment Instructional Unit ................................................................................................... 28
Miguel de Cervantes y Don Quixote de la Mancha ................................................................................... 28
¿Qué haces? ............................................................................................................................................. 29
Credits
Grateful recognition is made to the following individuals for their level of expertise and
dedicated work:
Gloria Febres – Frankford
Stephanie Liebl – Frankford
Patricia Voorhees – Lafayette
Melody Usher – Sussex-Wantage
Natalia McCallum – Sussex-Wantage
Appreciation to the following for their organization and guidance:
Dr. Genene Pagliaro – Frankford and Lafayette
Patrick Higgins – Sussex-Wantage
Philosophy
Language and communication are at the heart of the human experience; therefore, programs to
teach, develop, and enhance communication are essential. For this reason, the study of a world
language is considered an integral part of the education of every child.
Understanding that world language expands our ability to communicate, enhances our
understanding of our native language, provides us with insights into other cultures, and helps us
recognize and appreciate both the diversity as well as the commonalities of the world’s people.
These are certainly worthy educational goals.
The in-depth study of a world language has been shown to have a positive impact upon students’
academic achievement, and the enhancement and improvement of their communicative facility with
their own language. Students who study a world language often have a better vocabulary in their
native language, higher levels of reading achievement, improved auditory discrimination and
memory skills, and a better understanding of grammar in general. Students who have experiences
with a world language in the elementary school tend to elect to study world language in high school.
Since the exposure to foreign language has positive effects on academic skills, future school
choices, vocational expectations, and a better understanding of all people, this curriculum outline
has been developed in the hope that it will positively benefit the students of the SussexWantage, Frankford, and Lafayette School Districts.
Goals
1. To provide long-term retention of a foreign language through active learning by listening
to and utilizing common words, phrases, simple sentences, and stories.
2. To appreciate and understand a variety of cultures and traditions of Spanish-speaking
countries.
3. To encourage students with the opportunity to better understand their own language through
the study of another.
Advocacy and Service and Active Citizenship
Physical Education
Social Studies
Standard 2.2 Advocacy and Service
Standard 6.3 Active citizens in the 21st century
Advocacy and Service projects provide an opportunity for the students of Frankford, Lafayette and Sussex
Wantage Regional School Districts to have a positive impact on the lives of self and others. The Social Studies and
Physical Education curriculums include standards to address advocacy and service and active citizenship. School
service projects are completed throughout the school year through activities such as food drives, nursing home
visits, coat drives, newsletter folding, etc….
Homeroom Activities
It was noted that the following standards, strand and CPI’s from Physical Education and Health Curriculum are
addressed homeroom activities
By the end of Grade 2
2.2.2.D.1: Determine the benefit for oneself and others of participating in a class or school service activity
By the end of Grade 4
2.2.4.D.1: Explain the impact of participation in different kinds of service projects on community wellness.
By the end of Grade 6
2.2.6.D Advocacy and Service: Participation in social and health or service organization initiatives have a positive
social impact.
By the end of Grade 6
2.2.6.D.1: Appraise the goals of various community or service organization initiatives to determine opportunities
for volunteer service
By the end of Grade 6
2.2.6.D.2: Develop a position about a health issue in order to inform their peers
Community Service Hour Requirement
It was noted that the following standards, strand and CPI’s from Physical Education and Health Curriculum are
addressed through the Community Service Hour Requirement
2.2.D.8 Effective Advocacy for a health or social issue is based on communicating accurate and reliable research
about the issue and developing and implementing strategies to motivate others to address the issue.
2.2.8.D.1: Plan and implement volunteer activities to benefit a local, state, national, or world health initiative.
2.2.8.D.2: Defend a position on a health or service issue to activate community awareness and responsiveness.
Interdisciplinary Content Standards for Advocacy
It was noted that the following standards, strand and CPI’s from Social Studies Curriculum are addressed through
various activities. Active citizens in the 21st century:
Social Studies
6.3.4.B.1:
Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.
Identify stereotyping, bias, prejudice, and discrimination in their lives and communities. Are aware of their relationships
to people, places, and resources in the local community and beyond
6.3.4.B.1: Plan and participate in an advocacy project to inform others about environmental issues at the local or state
level and propose possible solutions.
Health and Physical Education Standards
2.2.4.C.1 and 2.2.4.C.2 by the end of grade 4 are addressed in Grade 5
2.2.4.C.1
Knowing the physiological process of how pregnancy occurs as well as development of the fetus
leading to childbirth contributes to a greater understanding of how and why a healthy
environment should be provided for the pregnant mother.
Explain the process of fertilization and how cells divide to create an embryo/fetus that grows
and develops during pregnancy.
2.2.4.C.2
The health of the birth mother impacts the development of the fetus
Relate the health of the birth mother to the development of a healthy fetus
Holocaust Education
The Regional Districts of Frankford, Lafayette, and Sussex Wantage address the ACT regarding genocide
education in the public schools, supplementing chapter 35 of Title 18A of the New Jersey Statutes, through
the resources provided by the New Jersey Commission on Holocaust Education, Character Education
Curriculum, AntiBullying Programs, Health and Physical Education Curriculum, School Guidance programs,
English Language Arts, Social Studies Curriculum, as well as through the daily modeling and discussion of
good character, ethics, and moral behavior.
2a. Every Board of Education shall include instruction of all elementary and secondary school pupils
on the Holocaust and genocides in an appropriate place in the curriculum.
2b. The instruction shall enable pupils to identify and analyze applicable theories concerning human
nature and behavior; to understand that genocide is a consequence of prejudice and discrimination;
and, to understand that issues of moral dilemma and conscience have a profound impact on life. The
instruction shall further emphasize the personal responsibility that each citizen bears to fight racism
and hatred whenever and wherever it happens.
Resources are provided to all educators through open source resources, purchased programs and materials,
assemblies for students, and professional development for educators.
The New Jersey Commission on Holocaust Education, to promote Holocaust education in the State of New
Jersey, can be accessed through the following links:
http://www.state.nj.us/education/holocaust/
•
K-4 Curriculum Guide:
o
•
Caring Makes a Difference
5-8 Curriculum Guide:
o
To Honor All Children, part one
(1.81 MB, PDF)
o
To Honor All Children, part two
(5.82 MB, PDF)
o
To Honor All Children, part three
(2.34 MB, PDF)
o
To Honor All Children, part four
(6.15 MB, PDF)
Topics and Units for Grade K – 8th Levels of Instruction
Grades K – 5
• Greetings and Farewells and Ask and State Feelings
o How are you feeling? I’m feeling well, I’m hungry, etc.
• Spanish-Speaking Countries
o Where are native Spanish speakers from?
• School Supplies and Classroom Objects
o What items do we use in the classroom?
• Family and Pets
o Who are the members of your family?
• Weather and Seasons, Numbers, Calendar, Dates and Birth Dates
o How do we write dates?
o How do we describe the weather and seasons?
o How do you count and identify numbers in Spanish?
o How do you say your birth date?
• Clothing and Body Parts
o What do we wear? What are the parts of the body?
• Colors, Shapes, Sizes
o What are color, shape, and size words?
Grade 5
•
Rooms in the House or Apartment
o Where do you live? What are the items in a house or apartment?
• Likes and Dislikes and Food
o What do you like?
o What don’t you like?
o What do we eat?
Grades 6 – 8
• Todo Acerca de Mi y de mi Familia
o ¿Cómo estás? How are you? ¿Cómo eres? What are you like? ¿Dónde vives? Where
do you live? ¿De dónde eres? Where are you from? ¿Qué tienes? What do you
have?
o ¿Como es tu familia? How is your family? (Describe)
• ¿Adónde vas?
o ¿Adónde vas para las vacaciones? Where do you go for vacation? ¿Adónde vas?
Where do you go? ¿Qué te gusta hacer? What do you like to do?
• ¿Dónde se habla español?
o Geography and culture of Spanish-speaking countries
• ¿Te gusta la escuela?
o Do you like school?
o What’s your schedule? What classes do you take? What’s the time?
Supplemental/Enrichment Units
• ¿Qué haces? (Professions)
• Miguel de Cervantes y Don Quixote de la Mancha
Greetings and Farewells and Ask and State Feelings
Grades K-5 Instructional Units
Transfer Goal: Students will be increasingly able to independently use their learning to…
Successfully communicate knowing how, when, and why to convey a message to different audiences.
Essential Questions: Students will keep considering…
• Why is it important to greet someone when you meet them?
• How do we communicate about feelings with someone who speaks Spanish?
Assessment Transfer Task
Create a written dialogue using at least five of the following:
¿Cómo te llamas? ¿Cómo estás?
Estoy muy bien.
Estoy mal.
Estoy excelente.
Estoy cansado(a).
Estoy ocupado(a). Estoy enfermo(a).
Perform the written dialogue with a partner.
Read a dialogue and answer true/false questions.
Primary Interdisciplinary Connections:
Social Studies, Music, English Language Arts
NJ CCCS 21st Century Life and Career Themes
• Career Ready Practices
o CRP5, CRP6
• 9.1 Personal Financial Literacy
o None identified in this unit of instruction
• 9.2 Career Awareness, Exploration, and Preparation
o None identified in this unit of instruction
NJCCSS Technology
• 8.1 Educational Technology
o 8.1.P.C.1, 8.1.2.A.4, 8.1.2.E.1, 8.1.5.A.1 – 3
Enduring Understandings: Students will understand that…
• Successful communication is knowing how, when,
and why to convey a message to different audiences.
• Learning a different language/culture leads to greater
understanding of one’s own and other
languages/cultures.
•
8.2 Technology Education, Engineering, Design and Computational Thinking
o None identified in this unit of instruction
NJCCCS
To use the language by engaging in conversation, demonstrate understanding, and interpreting spoken and written language.
Objectives and CPI’s
7.1.NM.A.5
7.1.NM.B.3 7.1.NM.B.4
7.1.NM.C.3 7.1.NM.C.4
State how they feel and identify basic personal needs
7.1.NM.A.1 7.1.NM.A.2 7.1.NM.A.3
7.1.NM.A.4 7.1.NM.A.5 7.1.NM.A.6
7.1.NM.B.1
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.2
7.1.NM.C.3
7.1.NM.C.4
7.2.NM.A.1
7.2.NM.A.3
7.2.NM.B.1
7.2.NM.C.1
7.2.NM.C.2
Instructional Tools/Materials/Resources/Integration of Technology:
TPR, Dialogues, Skits
Spanish-Speaking Countries
Transfer Goal: Students will be increasingly able to independently use their learning to…
Appreciate that cultures have a unique way of relating to each other.
To identify where are native Spanish speakers come from.
NJ CCCS 21st Century Life and Career Themes
• Career Ready Practices
o CRP5, CRP6
• 9.1 Personal Financial Literacy
o None identified in this unit of instruction
• 9.2 Career Awareness, Exploration, and Preparation
o None identified in this unit of instruction
NJCCSS Technology
• 8.1 Educational Technology
o 8.1.P.C.1, 8.1.2.C.1, 8.1.2.A.4, 8.1.2.E.1, 8.1.5.A.1 – 3
• 8.2 Technology Education, Engineering, Design and Computational Thinking
o None identified in this unit of instruction
NJCCCS Description
Instructional Tools/Materials/Resources/Integration of Technology:
To demonstrate an understanding of the perspectives of a culture(s)
Maps, videos/DVDs, SmartBoard, visuals, crafts, books, songs
by studying a variety of Spanish-speaking countries.
Assessment Transfer Task
Objectives and CPI’s
Identify a variety of Spanish-speaking countries and basic cultural
Design a poster or PowerPoint of a Spanish-speaking country.
aspects of each country
Present your Country project to the class.
Read a passage about a Spanish-speaking country and answer questions.
7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4
7.2.NM.B.1 7.2.NM.B.2
7.2.NM.C.1 7.2.NM.C.2 7.2.NM.C.3
Essential Questions: Students will keep considering…
Enduring Understandings: Students will understand that…
How does learning a different language/culture lead to greater
Cultures have a unique way of relating to each other.
understanding of one’s own and other languages/cultures?
Why people think and act in different ways?
The way people think and act is related to the culture they were raised in.
Grades K-5 Instructional Units
School Supplies & Classroom Objects
What items do we use in a classroom?
Transfer Goal: Students will be increasingly able to independently use their learning to…
That the content of the World Language classroom encompass the entire learning experience.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
To use the target language to engage in conversation, demonstrate
SmartBoard, dialogues, skits, flashcards
understanding and interpret spoken and written language
Objectives and CPI’s
Assessment Transfer Task
Describe and identify classroom objects
Label the objects in a classroom picture.
7.1.NM.A.1
7.1.NM.A.3 7.1.NM.A.5
Write a paragraph describing your classroom and read it to the class.
7.1.NM.B.1
7.1.NM.B.3
Read a paragraph about a classroom and answer questions.
7.1.NM.C.2
7.1.NM.C.3
7.2.NM.B.3
Essential Questions: Students will keep considering…
• How does the content of the World Language classroom encompass the
entire learning experience?
• Why is it important to learn classroom object vocabulary?
Enduring Understandings: Students will understand that…
• Learning classroom vocabulary will enhance their understanding of their
native language vocabulary.
Grades K-5 Instructional Units
Family and Pets
Who are the members of your family?
What animals live in different habitats?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Recognize that families play an important role no matter what part of the world you are from.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
To use the target language to engage in conversation, demonstrate
DVDs, realia, dialogues, games, visuals
understanding and interpret spoken and written language
Cultural connections:
• Extended families, the influence of families on the individual, family names
• Various countries that animals are from; how animals sound different in
different countries; how animals are used by native people
Objectives and CPI’s
Assessment Transfer Task
Identify family members and the relationships of other family members
Create a Family tree project for an imaginary Spanish-speaking family.
7.1.NM.A.1 7.1.NM.A.3 7.1.NM.A.4
Present your family tree project to the class.
7.1.NM.A.5 7.1.NM.A.6
Read a story about someone’s family pets and answer questions.
7.1.NM.B.1 7.1.NM.B.3 7.1.NM.B.4 7.1.NM.B.5
7.1.NM.C.1 7.1.NM.C.2 7.1.NM.C.3 7.1.NM.C.4
7.2.NM.A.1 7.2.NM.A.2 7.2.NM.A.3
7.2.NM.B.1 7.2.NM.B.2
7.2.NM.C.1 7.2.NM.C.2 7.2.NM.C.3
Identify animals and where they live
7.1.NM.A.1 7.1.NM.A.3 7.1.NM.A.4
7.1.NM.A.5 7.1.NM.A.6
7.1.NM.B.1 7.1.NM.B.2 7.1.NM.B.3
7.1.NM.B.4 7.1.NM.B.5
7.1.NM.C.1 7.1.NM.C.2 7.1.NM.C.3 7.1.NM.C.4
7.2.NM.A.1 7.2.NM.A.2, 7.2.NM.A.3 7.2.NM.A.4
7.2.NM.B.2
7.2.NM.C.1, 7.2.NM.C.2
Essential Questions: Students will keep considering…
• What is considered a family in different parts of the World?
• Why is learning about family members important?
Enduring Understandings: Students will understand that…
•
Families play an important role no matter what part of the world you are
from.
Cultural connections: Extended families, the influence of families on the individual, family name
Cultural connections: Various countries that animals are from; how animals sound different in different countries; how animals
are used by native people
Grades K-5 Instructional Units
Clothing and Body Parts
What do we wear?
What are the parts of the body?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Differentiate that culture impacts attire.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
To use the target language to engage in conversation, demonstrate
Realia, DVDs, games, paper dolls
understanding and interpret spoken and written language
Cultural connections: Different cultural dress in different areas
Cultural connections: Handshakes
Objectives and CPI’s
Assessment Transfer Task
Describe and identify clothing
Read a paragraph describing a monster and draw a picture based on that reading.
7.1.NM.A.1 7.1.NM.A.3 7.1.NM.A.4
Write a paragraph describing a monster of their own creation and have the class
7.1.NM.B.1 7.1.NM.B.2 7.1.NM.B.3 7.1.NM.B.4
draw the picture based on their reading.
7.1.NM.C.1 7.1.NM.C.2 7.1.NM.C.3 7.1.NM.C.5
7.2.NM.A.1 7.2.NM.A.2 7.2.NM.A.3
7.2.NM.B.2
7.2.NM.C.1 7.2.NM.C.2 7.2.NM.C.3
Point to and identify various body parts
7.1.NM.A.1 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.A.5
7.1.NM.B.1 7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1 7.1.NM.C.2
7.1.NM.C.3 7.1.NM.C.4
7.2.NM.A.3
Essential Questions: Students will keep considering…
• Why is it important to communicate about clothing and body parts?
• How is clothing affected by where you live?
Enduring Understandings: Students will understand that…
• Cultures dress according to the climate of where they live.
• Body types are perceived differently by different cultures.
Cultural connections: Different cultural dress in different areas
Cultural connections: Handshakes
Grades K-5 Instructional Units
Colors, Shapes, Sizes
What are color, shape and size words?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Acknowledge that target language vocabulary may enhance their native language vocabulary.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
To use the target language to engage in conversation, demonstrate
Visuals, posters, songs, realia
understanding and interpret spoken and written language
Objectives and CPI’s
Assessment Transfer Task
Identify colors, shapes, and sizes
Draw a picture using basic shapes and colors and write a paragraph describing their
7.1.NM.A.1 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.A.5
picture.
7.1.NM.B.3 7.1.NM.B.4
A partner will read the paragraph and draw a picture based on the reading.
7.1.NM.C.1 7.1.NM.C.2 7.1.NM.C.3 7.1.NM.C.4
7.2.NM.A.3 7.2.NM.A.4
7.2.NM.B.2
7.2.NM.C.1
Essential Questions: Students will keep considering…
• Why do we need to learn the vocabulary for colors, shapes, and sizes?
Enduring Understandings: Students will understand that…
• Learning this vocabulary will enhance their native language vocabulary.
Grades K-5 Instructional Units
Weather, Seasons and Numbers Calendar, Dates, Birthdates
How do we describe the weather and seasons?
How do you count and identify numbers in Spanish?
How do you say your birth date?
How do we write dates?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Appreciate differences in climate, seasons, and calendar around the world.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
To use the target language to engage in conversation, demonstrate
SmartBoard, TPR, dialogues, songs
understanding and interpret spoken and written language
Cultural connections:
• Climate of different countries; seasons are opposite in South America
• Birthday celebrations
• How the calendar is different; not capitalizing months and days
Objectives and CPI’s
Assessment Transfer Task
Describe the weather and season
Create a calendar and put birthdays of your family and major holidays.
7.1.NM.A.4 7.1.NM.A.5
Create a poster that includes the four seasons and shows the weather for each
7.1.NM.B.3 7.1.NM.B.4
season and present it to the class.
7.1.NM.C.2
Read a paragraph about various holidays and birthdays and answer questions.
7.2.NM.A.1 7.2.NM.A.2
7.2.NM.B.1 7.2.NM.B.2
7.2.NM.C.1 7.2.NM.C.3
Count and identify numbers
State their birth date
7.1.NM.A.5
7.1.NM.B.3 7.1.NM.B.4
7.1.NM.C.1 7.1.NM.C.2 7.1.NM.C.4
7.2.NM.A.1 7.2.NM.A.3 7.2.NM.A.4
7.2.NM.B.1 7.2.NM.B.2
7.2.NM.C.1 7.2.NM.C.2 7.2.NM.C.3
Say and write a variety of dates including birth dates and holidays
7.1.NM.A.1 7.1.NM.A.4 7.1.NM.A.5 7.1.NM.A.6
7.1.NM.B.2 7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1 7.1.NM.C.2
7.1.NM.C.3
7.2.NM.A.1 7.2.NM.A.3
7.2.NM.B.1 7.2.NM.B.2
7.2.NM.C.1 7.2.NM.C.2
7.2.NM.C.3
Essential Questions: Students will keep considering
How do seasons and climate differ in different parts of the World?
•
How does the calendar differ throughout the world?
Enduring Understandings: Students will understand that…
• It is important to learn about differences in climate, seasons, and
calendar around the world.
Cultural connections: Climate of different countries; seasons are opposite in South America
Cultural connections: Birthday celebrations
Cultural connections: How the calendar is different; not capitalizing months and days
Grade 5 Instructional Units
Rooms in the House or Apartment
Where do you live? What items are in the place you live?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Life styles and homes differ around the world
Rationale: (Goal/CCCS Description)
To use the target language to engage in conversation, demonstrate
understanding, and interpret spoken and written language
Objectives and CPI’s
State where they live and describe different types of homes
7.1.NM.A.1 7.1.NM.A.3
7.1.NM.B.1 7.1.NM.B.5
7.1.NM.C.2 7.1.NM.C.4
Essential Questions: Students will keep considering…
• How are places where people live different?
Enduring Understandings: Students will understand that…
• Types of housing can differ in different parts of the world.
Instructional Tools/Materials/Resources/Integration of Technology:
Dialogues, posters, visuals, SmartBoard
Assessment Transfer Task
Create a floor plan of where you live and label the rooms and present your floor
plan to the class.
Read a paragraph about a house and answer questions.
Grades 5: Instructional Units
Likes and Dislikes and Food
What do you like? What don’t you like?
What do you eat?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Food is an integral part of culture and plays differing roles depending on cultural traditions
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
To use the target language to engage in conversation, demonstrate
Orally through dialogues, Written descriptions
understanding and interpret spoken and written language
Objectives and CPI’s
Assessment Transfer Task
Describe things they like and dislike
Write and perform a restaurant skit.
7.1.NM.A.1 7.2.NM.A.1 7.1.NM.A.2 7.1.NM.A.3
Read a menu and answer questions about the menu.
7.1.NM.A.4 7.1.NM.A.5 7.1.NM.A.6
7.1.NM.B.1 7.1.NM.B.2 7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1 7.1.NM.C.2 7.1.NM.C.3
7.1.NM.C.4
7.2.NM.A.3
7.2.NM.B.1 7.2.NM.B.2
7.2.NM.C.3
Identify foods and sort them into food groups
7.1.NM.A.1 7.1.NM.A.5
7.1.NM.B.1 7.1.NM.B.3
7.1.NM.C.2 7.1.NM.C.4
7.2.NM.A.1 7.2.NM.A.2 7.2.NM.A.3
7.2.NM.A.4
Essential Questions: Students will keep considering…
• How is food different throughout the world?
• Why is it important to discuss food in Spanish-speaking countries?
Enduring Understandings: Students will understand that
• Different foods are considered acceptable in different countries.
• Food is a large part of a country’s culture.
Grade 6th – 8th Implementation Rationale
Traditional thematic units, along with structured grammatical lessons, are being coupled as a method of
teaching high proficiency and fluency in World Languages across grades 6- 8. In addition, TPRS (Total
Proficiency through Story Telling), a method of teaching World Language fluency through exposure to
comprehensible language, will be used in the class as a supplemental instructional method to help enhance
overall language fluency as well. We have outlined a detailed implementation plan by grade level. Each grade
level is designed to enable students to become proficient in specific language skills tied to a thematic unit,
but with a strong grammatical foundation. A brief review period will need to be offered each entering grade
level due to the staggered schedules, and time lapses, across the grades for World Language instruction in
Middle School. The Elementary World Language program has also been aligned with the Middle School
World Language program to ensure that necessary language skills for incoming 5th grade students are
robust and will dovetail well into the revised program for grades 6-8. While the implementation plan is
designed by grade level, we recognize the need to maintain flexibility. As such, strong proficiency is
anticipated to occur by the end of the 8th grade, as a culmination of their studies in World Languages. We
recommend covering the following themes and grammar points in the suggested years while leaving room for
supplemental/enrichment activities, and always optimizing opportunities for individual lesson differentiation.
Each of the thematic units has natural “ cultural” parallels which will also be interwoven into the learning
experiences throughout the middle school World Language program.
In addition, students demonstrating mastery of the specific ‘language features’ that are listed in the
chart below, will be recommended to participate in the Spanish Honors Program at High Point High School,
which culminates in an AP level course in their senior year. It is a new World Language track above the existing
“Accelerated” track, already in place, for higher performing students. Acceptance into this program is strictly
based on a mutually-developed rubric, as agreed to by both all sending Middle School Districts and High Point
High School. It is reserved for only those students demonstrating both true language mastery of specific skills
and an exemplary work ethic in their study of the Spanish language.
6th – 8th Topics of Instruction
6th Grade
Major Units:
• ¿Adónde vas?
Destinations, Pastimes, Activities
1. Vocabulary: Destinations / places, leisure verbs
•
2.
3.
¿Te gusta la escuela?
Class Subjects, School Schedules,
Ordinal Numbers
Minor Units:
• Clothing
• Weather
• Calendar
• Time
• Common commands
• Interrogatives
7th Grade
8th Grade
Major units:
• Todo acerca de mi y de mi familia
1. Vocabulary: Personality attributes, physical
characteristics (adjectives), body, family, feelings.
TENER verb conjugation (to have)
TENER Expressions
Full Regular Verb Conjugation – AR
Ser vs. Estar - describing people – physical attributes
and personality
Personal Introductions
2.
3.
4.
5.
Recycling and Practical Application of 6th
& 7th grade curriculum.
1. Recycling Regular Verbs - Present Tense AR
2. Recycling of Key Irregular / Stem-Changing Verbs
(ser, estar, tener, ir, gustar) – present tense
3. Vocabulary recycling: family, body, house, school
calendar, destinations
4. Latin American Countries and Capitals
5. Geographic vocabulary & terminology
6. Cultural Holidays & Celebrations
• Geography – World Map skills &
Spanish speaking countries
Grade
Enrichment
Units of
Instruction
5.
6.
7.
Minor units:
• Family
• Body Parts
• Emotions
• Personal Attributes
• ¿Dónde se habla español?
6th – 8th
4.
(infinitives), pastime activities, calendar, clothing,
weather, school objects & people.
“Hay” vs. “es” & “son”
IR Verb conjugation (to go) and IR + “a” +
“infinitive verb” construction (near future)
GUSTAR Verb conjugation (to like) and GUSTAR +
“infinitive verb” construction
Interrogatives (Q&A); punctuation
Possessive Adjectives (singular / plural)
Ordinal Numbers & Time Telling
Spanish Literary Exposure
• Miquel de Cervantes, Don Quixote
6.
1.
2.
3.
4.
5.
6.
Structures with “de” (possession)
Comparatives (mas que / menos que)
Introduce the “Personal A”
Basic Country / Regional Demographics
Influential Spanish-speaking People
“Proximity” Terms (close to, far from, next to,
above, below, North, South, East, West)
Grades 6-8 Instructional Units
Todo Acerca de Mi y Mi Familia
¿Cómo estás? How are you?
¿Cómo eres? What are you like?
¿Dónde vives? Where do you live?
¿De dónde eres? Where are you from?
¿Qué tienes? What do you have?
¿Cuántas personas hay en tu famila? How many people are in your family?
¿Cómo es tu famila? Describe your family. (How is your family?)
Transfer Goal: Students will be increasingly able to independently use their learning to…
Describe themselves and/or others physically and personality. Introduce, compare, and contrast themselves and others.
Describe States of being and possessions using the verbs tener and estar
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
Internet images and publications, individual whiteboards, authentic Spanish
Students will develop an appreciation for Spanish language and culture.
passages, situation cards, music, props.
Objectives and CPI’s
Assessment Transfer Task
State and ask how they, and others, feel:
¿De dónde eres? ¿Dónde vives? ¿Cómo eres? ¿Cómo es tu familia?
7.1.NM.A.1 7.1.NM.A.2
Interpretive:
7.1.NM.B.2 7.1.NM.B.3
Write and illustrate a story describing a person’s physical appearance and emotions:
7.1.NM.C.1
“Todo Acerca de Mi” or “Todo Acerca de mi Familia”poster
“Yo soy yo” poem/song
State what they and others are like (physical and personality attributes):
7.1.NM.A.1
7.1.NM.B.2
7.1.NM.C.1
7.1.NM.A.2
7.1.NM.B.3
Identify & Use Key Vocabulary on Body Parts & Family Members:
7.1.NM.A.1
7.1.NM.B.2
Essential Questions: Students will keep considering…
• How does one express feelings, emotions, and states of
being in the target language?
• How do you describe ideas and objects in Spanish? And how is
that similar to describing people?
Interpersonal mode:
Students work in pairs to ask and answer questions about:
How they are feeling
What they look like
What their relatives look like
Presentational:
Students will write/present an essay describing themselves, a relative or another
person of their choice. Classmates will listen and identify key facts of the person
that is being described.
Students will compare and contrast themselves with a family member, or another
person of their choice (friends, famous person).
•
•
•
How is the physical appearance of Latin people
similar/different to that of Americans and others from another
around the word?
How is a Spanish-speaking family similar and different from that of a
U.S. family?
How are children named in Spanish speaking countries? What do legal
names look like?
Enduring Understandings: Students will understand that…
• Spanish speaker’s think of being and feeling as different states, and
use different verbs to state each.
• In Spanish tangible objects and abstract ideas have genders
much like people do in English.
• Spanish speakers’ can appear as diverse as the countries from
where they originate, and often break common typical
stereotypes.
• The family unit is very important in the Spanish speaking
culture. Extended families are common and elder members are
highly respected.
• Spanish people tend to have very long names, and usually have
2 last names, and often use the names of Saints for their
religious meaning.
¿Qué tienes?/ ¿Cómo estás?
Interpretive:
Students will write a description of their “monstruo” (monster).
Students will write/read passages related to state of being and answer
comprehension questions.
Interpersonal mode:
Students will pair and describe a monster for their partner to draw.
Students will engage in a role-play in where they will act out as a doctor/patient,
asking and responding to questions (related to the body part / state of being) and
commands.
Presentational:
Students will present their monster to the class.
Students will work in groups to develop a skit (presentation) based on a situation
card. Classmates will determine how the presenters are feelings.
Grades 6-8 Instructional Units
¿Adónde vas?
¿Adónde vas para las vacaciones? Where do you go for vacation?
¿Adónde vas? Where do you go?
¿Qué te gusta hacer? What do you like to do?
¿Qué (ropa) llevas? What (clothes) do you wear?
¿Qué tiempo hace? What is the weather?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Express preferences for places and vacation destinations to travel
Compare and contrast leisure activities they like to engage in by themselves or with others.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
Internet resources featuring culturally authentic materials, white boards, PowerPoint
Students will develop an appreciation for Spanish language and culture.
presentations for vocabulary, clothing catalogues, weather charts, weather channel
(web)/ weather apps.
Objectives and CPI’s
Assessment Transfer Task
Identify key vocabulary relating to destinations, clothing, weather.
¿Adónde vas para las vacaciones? Where do you go for vacation?
7.1.NM.A.1, C1
¿Adónde vas? Where do you go?
¿Qué (ropa) llevas? What (clothes) do you wear?
Explain where they go on vacation / weekends, and what clothing is worn.
¿Qué tiempo hace? What is the weather?
7.1.NM.A.1
7.1.NM.A.2
Interpretive:
7.1.NM.A.4
Students will read brief passages describing clothing/outfits to be worn on an
7.1.NM.A.5
outing. Students are to decide which destination would be appropriate given the
7.1.NM.B.4
description of the clothing.
7.1.NM.B.5
7.1NM.C.2
Students will compare and contrast school uniforms for a student in the U.S.
7.1NM.C.3
and in a Spanish speaking country. Students will be given a picture of a student,
and read a brief description of the dress code of a school in the U.S. and in a
Discuss activities they will do:
Spanish speaking country. Students will complete a Venn Diagram contrasting
7.1.NM.A.1
the two.
7.1.NM.A.2
7.1.NM.A.4
Interpersonal mode:
7.1.NM.A.5
Students will interview one another about their vacation preferences.
7.1.NM.B.4
7.1.NM.B.5
Students will “text” or “call” and debate weekend plans.
7.1NM.C.2
7.1NM.C.3
State likes and dislikes regarding clothing, weather and pastime/leisure
activities.
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.B.5
7.1NM.C.2
7.1NM.C.3
Compare and contrast places where students in Spanish-speaking countries
go, with places students in the U.S. go:
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.B.5
7.1NM.C.2
7.1NM.C.3
Essential Questions: Students will keep considering…
• How are Spanish-speaking destinations different from each other?
• How do Spanish-speaking people spend their weekends? Where they
like to go/to do?
• How do Spanish-speaking people dress in comparison to people in
the United States? Why?
Enduring Understandings: Students will understand that…
• Destinations in Spanish countries vary greatly in both culture and
geography not dissimilar to USA.
• Pastime activities and weekend destinations are very similar
between Latin and American people although there are cultural
differences.
• Cultural perspectives greatly influence the daily attire of people
in both the U.S. and in Spanish-speaking countries. Spanish
people tend to be more formal, while the U.S. has a more
relaxed tendency.
Presentational:
Students will create a vacation brochure.
Students will write/presentation about their best weekend/vacation/day:
Students will research a destination for either a week-end or a summer break,
and describe where they go, the activities they’ll do, and what they will wear
based on the weather.
¿Qué te gusta hacer? What do you like to do?
Interpretive:
Students watch an authentic video or read an authentic passage and answer
questions about the plans, likes and dislikes.
Students will be showed a schedule and they will interpret what activities they like to
do based on that schedule.
Interpersonal mode:
Students are paired and must ask questions of their peers to determine who has
similar interests/likes/dislikes as they do.
Students will create a “circle” stating one activity they enjoy, and asking what
activity someone else enjoys.
Presentational:
Create a song/skit describing their favorite activities, including a description of the
activity, where it takes place, when they engage in it and with whom they share it.
Grades 6-8 Instructional Units
¿Dónde se habla español?
(Extension of K-5 Unit “Spanish Speaking Countries”)
Geography and culture of Spanish-speaking countries
Transfer Goal: Students will be increasingly able to independently use their learning to…
Identify countries of the Latin World and discuss key similarities and differences among its major cities and capitals;
Distinguish between “Spanish” and “Latin” as cultural terms;
Discuss how U.S. and Latin holidays/celebrations differ culturally.
Rationale: (Goal/CCCS Description)
Instructional Tools/Materials/Resources/Integration of Technology:
Authentic images and publications, maps, virtual tours / Google Earth, Spanish
Students will continue to develop and deepen an appreciation for Spanish
“realia”, DVDs, guest speakers
language and culture.
Objectives and CPI’s
Assessment Transfer Task
Identify key geography vocabulary:
Interpretive:
7.1 NM. A.1 – A.5
Students will complete a KWL chart when learning about a cultural aspect of the
Compare and contrast customs, holidays and traditions of Spanishregion.
speaking countries versus U.S. customs, holidays and traditions:
7.1.NM.A.3
Students will complete a “deductive reasoning” map leveraging their knowledge of
7.1.NM.B.1, B.4, B.5
key geographic location and prepositional phrasing.
7.1.NM.C.3, C.5
Name and discuss contributions of Hispanics around the world:
Interpersonal mode:
7.1.NM.A.3
Students will answer comprehension questions based on authentic text.
Differentiate between the terms “Latin” and “Spanish”:
7.1NM.A.3, C.4
Students will engage in a simple role-play, with guided question set, in which
each assumes “role” of either the American or the Latin person in the
scenario. Students will share their respective cultural perspectives with one
Essential Questions: Students will keep considering…
another.
Year-long:
• How do I communicate with someone who doesn’t speak my
Presentational:
language?
Students will work in small groups to create a poster/ brochure on a Spanish city,
• Why do I need to learn Spanish?
landmark, famous person or celebration/holiday. Groups will present to the class.
• Why is Spanish not the only language spoken in Spanish-speaking
Student Q&A in Spanish using pre-determined question set. Summary produced
countries? What does this tell us about the culture of this country?
and presented in Spanish only.
• Why are cities like, Madrid, Barcelona, Mexico City and Buenos Aires
considered “world capitals”?
Students will demonstrate location of a Spanish place (city, landmark) using
• What role do landmarks play historically?
interactive web application, and will explain 3 additional “facts” / points about that
• What value do celebrations play in daily living?
location to peers.
• How do historical events play a role in creating holidays and traditions?
• What significant contributions have Latins made in the U.S. and
around the world?
Enduring Understandings: Students will understand that…
• There are a variety of ways to communicate (gestures, etc.)
besides speaking.
• Learning another language expands our mind to better
understand and communicate with people who are different
from us.
• The Spanish speaking world consists of many diverse cultures
and subcultures, many of which include their own language,
which continues to sustain their cultural identity.
• Landmarks are a symbol for significant historical and cultural
events, and can mark the contributions of entire civilizations.
They continue to be revered and celebrated as a way of
honoring and preserving their past.
• Latin Americans have significantly contributed in almost every
aspect of modern society, both within the region, and in the
U.S.
• Several major trend-setting cities with the Spanish-speaking
world compete – economically, socially and politically - with
their counterparts around the world, and are considered
sophisticated “world capitals” in research, academia, medicine,
fashion , etc.
Grades 6-8 Instructional Units
¿Te gusta la escuela?
¿Te gusta la escuela? Do you like school?
¿Qué clases tienes? What classes do you have?
¿Cuál es tu horario? What is your schedule?
¿Qué es? What is it?
¿Cuántos hay? How many are there?
Transfer Goal: Students will be increasingly able to independently use their learning to…
Describe likes / dislikes in school.
Describe their daily schedule.
Name and describe common school objects, places and people.
State the time and when events occur.
Rationale: (Goal/CCCS Description)
Students will develop an appreciation for Spanish language and culture.
Objectives and CPI’s
Identify, describe and quantify key classroom / school vocabulary.
7.1.NM.A.1 – A.4
7.1.NM.B.2, B.4, B.5
7.1.NM.C.3
Express likes/dislikes in school, relating to class subjects, teachers and
schedule.
7.1.NM.A.1 – A.4
7.1.NM.B.2, B.4, B.5
7.1.NM.C.3
Explain daily schedule, including time, and compare/contrast to a peer in the
U.S. and in a Spanish speaking country.
7.1.NM.A.1 – A.5
7.1.NM.B.2, B.4, B.5
7.1.NM.C.2 - C.5
Instructional Tools/Materials/Resources/Integration of Technology:
Online videos/ movie clips of Spanish-speaking students; authentic copies of
Spanish school schedules; props/manipulatives; other web-based apps; other
authentic cultural products .
Assessment Transfer Task
Interpretive:
Students will research what a typical school day is like for a student in a Spanishspeaking country (through internet resources: websites or e-pals), create a
schedule of their classes and the classes of a student in a Spanish-speaking
country.
Students will be asked to create a “school supply list” for new incoming students.
They will need to describe each item and state the quantity needed.
Interpersonal mode:
Students will interview a partner to find out which classes he/she likes the best
and the least, and why or why not.
Students will be given a “card” with a set of images of common school objects
and people. One person will start by asking who has the first object; person
who has that specific card, must respond, and then ask who has the next object
on the card. Activity continues in chain format until all objects have been
“found”.
Essential Questions: Students will keep considering…
• Do Spanish-speaking students learn the same information as I do?
What’s different, and what’s the same? Why?
• How does their school day differ from mine? Schedule? Courses?
Meals?
• How is a course in a“2nd language” treated in an elementary, middle or
high school schedule in other countries? How is English (as a 2nd
language) treated in a typical schedule in other parts of the world?
• What supplies are needed to be successful in school? Are they different
between countries?
Enduring Understandings: Students will understand that…
• Spanish-speaking students learn some of the same information
as students in the U.S. although often classes are more
specialized and have a more global focus. Additional courses
not common in the U.S. are often part of a typical schedule in
other countries.
• Schedules in Spanish speaking countries do vary from
American ones; typically, they have longer school days and
often school calendars are different as well.
• Socio-economic and cultural influences affect the quantity and
quality of school supplies in other countries.
• Cultural perspectives vary tremendously between the U.S. and
other parts of the world with regard to the learning of 2 or
more languages. Typically, English is regarded as a core subject,
and a 2nd (or really 3rd) language is customarily learned by
secondary school.
Presentational:
Students present their schedules to the class and talk about which classes they
prefer, like, dislike.
Students will be divided into groups in which they will need to construct Spanish
sentences using target vocabulary, based on an oral prompt in English. Students
will have “word strips” from which to pull the requisite vocabulary. They compete
against one another to see who can form the sentence most quickly, using only the
correct words in the correct order.
Grades 6-8 Enrichment Instructional Unit
Miguel de Cervantes y Don Quixote de la Mancha
Transfer Goal: Students will be increasingly able to independently use their learning to…
Rationale: (Goal/CCCS Description)
Students will develop an appreciation for Spanish language and culture.
Objectives and CPI’s
Identify facts about Miguel de Cervantes’ life
7.1.NM.A.4 7.1.NM.A.5
7.1.NM.B.5
7.1.NM.C.2
Describe the characters in Don Quixote
7.1.NM.A.4 7.1.NM.A.5
7.1.NM.B.5
7.1.NM.C.2
Sequence events in Don Quixote
7.1.NM.A.4 7.1.NM.A.5
7.1.NM.B.5
7.1.NM.C.2
Essential Questions: Students will keep considering…
Year-long:
• How do I communicate with someone who doesn’t speak my
language?
• Why do I need to learn Spanish?
• Do Spanish-speaking students learn the same information as I do?
• Why is Don Quixote important to Spanish literature?
Enduring Understandings: Students will understand that…
• There are a variety of ways to communicate (gestures, etc.)
besides talking.
• Learning another language expands my mind so I can better
understand and communicate with people who are different
from me.
Instructional Tools/Materials/Resources/Integration of Technology:
Internet images and publications, video
Assessment Transfer Task
Interpretive:
Students will identify principal characters and main idea.
Interpersonal mode:
Students will write a skit based on the story.
Presentational:
Students will re-enact a skit from the movie.
Grades 6-8 Enrichment Instructional Unit
¿Qué haces?
Professions
Transfer Goal: Students will be increasingly able to independently use their learning to…
Analyze for professions vary from country to country.
Describe their plans for continued education at the University level in preparation for their intended profession.
Describe professions aligned with their likes/strengths and dislikes/weaknesses.
Rationale: (Goal/CCCS Description)
Students will develop an appreciation for Spanish language and culture.
Objectives and CPI’s
Discuss Professions
7.1.NM.A.4
7.1.NM.B.4
Essential Questions: Students will keep considering…
Year-long:
• How do I communicate with someone who doesn’t speak my
language?
• Why do I need to learn Spanish?
• How does the job market of Latin America differ from the job market in the
US?
Enduring Understandings: Students will understand that…
• There are a variety of ways to communicate (gestures, etc.) besides
talking.
• Learning another language expands my mind so I can better
understand and communicate with people who are different from me.
• The job market varies greatly depending on a number of factors:
economic, geographic, cultural, etc.
Instructional Tools/Materials/Resources/Integration of
Technology:
Internet resources featuring culturally authentic materials, white boards,
PowerPoint presentations for vocabulary
Assessment Transfer Task
Interpretive:
Students write a description of at least five professions using
previous vocabulary.
Students will research job markets in Latin American countries to see
how jobs vary from place to place, including urban v. rural, country v.
country, etc.
Interpersonal mode:
Students will take their descriptions and work with a partner to play a
guessing game.
¿Qué hace?
Presentational:
Yo quiero ser_
porque me gusta…. Students will give a brief
presentation to the class describing what they want to do when they
grow up and why.