West Windsor-Plainsboro Regional School District
Spanish Continuing Grade 8-2
Unit 1: La vida escolar Content Area: World Language Course & Grade Level: Spanish‐Continuing (8‐2), Grade 8 Summary and Rationale The first unit of the year focuses on school life. Class expectations are established and students ask for and give advice on how to succeed in each of their classes. They express opinions, and make comparisons among people, places, and things associated with school life. Additionally, they discuss plans for after school activities. Recommended Pacing 60 days State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Cumulative Progress Indicator (CPI) Strand A Interpretive Mode Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.1 highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.2 through appropriate physical response. 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, 7.1.NH.A.6 culturally authentic materials. Stand B Interpersonal Mode Use digital tools to exchange basic information by recombining memorized words, phrases, and 7.1.NH.B.1 sentences on topics related to self and targeted themes. Give and follow a series of oral and written directions, commands, and requests for participating in 7.1.NH.B.2 age‐ and level‐ appropriate classroom and cultural activities. Imitate appropriate gestures, intonation, and common idiomatic expressions of the target 7.1.NH.B.3 culture(s)/language during daily interactions. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas. Strand C Presentational Mode Recombine basic information at the word and sentence level related to self and targeted themes to 7.1.NH.C.1 create a multimedia‐rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar 7.1.NH.C.2 vocabulary orally or in writing. 7.1.NH.C.3 Describe in writing people and things from the home and school environment. 7.1.NH.C.4 Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in 7.1.NH.C.5 writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  To tell a story they need to speak and write in connected sentences with logical transitions  When describing experiences, it is important to include details and explain opinions.  It is not necessary to know all the words and structures to gather information from authentic texts.  School experiences may vary from culture to culture but they also have many similarities Unit Essential Questions  How can I build on what I already know to be a better Spanish speaker?  How do my actions and decisions affect my success in school?  Is my school experience the same as that of students in the Spanish‐speaking world? If so, how? If not, why not? Objectives Students will know:  Names of people, classes, things in school setting  Forms and uses of conocer and conocer a  Comparative and superlative forms and uses  Basic uses of ser and estar for descriptions and locations  Present tense of commonly used regular verbs  Present tense of ir and hacer  Expressions for giving advice; deber, deberias, para +infinitive  Informal commands of selected verbs used in the thematic unit Students will be able to:  Discuss class expectations and give advice on how to succeed in academics  Describe and compare people, classes, and activities in school  Talk about good school habits  Give advice to friends about how to succeed in school  Decipher a school schedule from a target language country and compare that schedule with a typical schedule for a U.S. student  Role‐play situations between parents and students, teachers and students, students with classmates Resources
Core Text: Suggested Resources:  Websites for authentic documents: o http://www.cst.edu.ve/salon.html (3rd grade classroom, Venezuela) o http://www.escuelasparachiapas.org/espanol/fotos/escuelas‐autonomas.html?page=2 (Photos of Escuela para Chiapas (Mexico). Peasant village environment. Southeast Mexican jungles. Rebels, left‐wing.) o http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/shared/vod_sp.htm (video clips on school life and opinions about school) o http://retanet.unm.edu/article.pl?sid=03/05/18/1910511: What I liked about this site was the Scavenger hunt at the bottom of the page. The questions are written in English and in Spanish, but it is very easy to copy and paste them onto a Word document and delete the English. I’m thinking this would be a great way to kick off the school unit and/or the school year in general. *Also, the writer used “principal” instead of “director” (You may want to make that change.) http://www.mec.es/sgci/usa/es/publicaciones/materiales/abril07/materiales.shtml (This website has the pdf file “Viviendo entre culturas”. It includes a reading of an exchange moving to Chicago from Barcelona.)
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Unit 2: La vida domestica Content Area: World Language Course & Grade Level: Spanish‐Continuing (8‐2), Grade 8 Summary and Rationale Students investigate different facets of home life both in the United States and in Spanish‐speaking countries around the world. They build on previously learned concepts, adding new vocabulary, language functions, and cultural perspectives. Within this unit theme, the focus on the following topics: personal, daily routines; responsibilities and chores; hobbies and leisure‐time activities. Additionally, they read selections from authentic sources and compare the life of a Hispanic teen with that of a typical adolescent in the United States. Recommended Pacing 60 days State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Cumulative Progress Indicator (CPI) Strand A Interpretive Mode Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.1 highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.2 through appropriate physical response. 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, 7.1.NH.A.6 culturally authentic materials. Stand B Interpersonal Mode Use digital tools to exchange basic information by recombining memorized words, phrases, and 7.1.NH.B.1 sentences on topics related to self and targeted themes. Give and follow a series of oral and written directions, commands, and requests for participating in 7.1.NH.B.2 age‐ and level‐ appropriate classroom and cultural activities. Imitate appropriate gestures, intonation, and common idiomatic expressions of the target 7.1.NH.B.3 culture(s)/language during daily interactions. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas. Strand C Presentational Mode Recombine basic information at the word and sentence level related to self and targeted themes to 7.1.NH.C.1 create a multimedia‐rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar 7.1.NH.C.2 vocabulary orally or in writing. 7.1.NH.C.3 7.1.NH.C.4 7.1.NH.C.5 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  It is the responsibility of all family members to contribute to the effective running of the household.  Those daily routines and responsibilities reflect cultural perspectives particular to a society. Unit Essential Questions  Why do I have to do chores around the house?  How is home life for teenagers similar or different in Latin America and in the United States?  Do Hispanic teenagers have to help around the house? If so, why? If not, why not?  How do those similarities and/or differences reveal cultural perspectives in the United States and in Hispanic countries? Objectives Students will know:  Essential as well as extended vocabulary to discuss home life including the following topical expressions: o daily routines o responsibilities and chores o free time activities and interests  Present tense of reflexive verbs needed to describe daily routines  Meaning and use of the expression "le toca a"  Informal commands  Expressions denoting complaints and compliance  Expressions used to give advice  How to use the expression, cuánto tiempo hace que...  The past tense of verbs related to the theme  Direct object pronouns   Por + a duration of time  Para + infinitive to denote "in order to" Students will be able to:  Describe routine daily activities  Name and describe responsibilities at home  Complain about chores and responsibilities  Give advice about how to complete chores quickly/well  Describe ways that one uses his/her free time: hobbies and leisure‐time activities  Narrate in present  Tell others what to do  Compare and contrast home life in the United States and in Spanish‐speaking countries Resources
Core Text: Suggested Resources:  La Vida Doméstica http://www.nclrc.org/teaching_materials/materials_by_language/universal.html#art_classroom 
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“Jigzaw Puzzle” paintings of families created by Spanish artists can be used by having students first put puzzle together in pairs, then write a description of the painting and finally, the class listens to the description and attempts to draw what they hear. The final step is to compare their drawing to the painting and an extension could be to make comparisons between drawings. Los quehaceres en México http://www.uark.edu/depts/flaninfo/kali/kalique.html Roque y el planeta sin quehaceres http://www.hrw.com/world/readall/pdf/sprl1ch6.pdf Ya no más quehaceres (short story) http://edhelper.com/ReadingComprehension_44_358.html Matching game with chores http://atschool.eduweb.co.uk/rgshiwyc/school/curric/Spanish/Cam1Uni10/Cam1Uni10New/5.htm House information from Remax for homes in Guatemala and Mexico (real‐estate agency)‐ Can be used as a starting point to discuss rooms in house and/or quick class interpretive. http://www.propertiesinguatemala.com/index.php?action=listingview&listingID=50 http://www.propertiesinguatemala.com/index.php?action=listingview&listingID=157 http://www.inmomexico.com/inmo/TUNNWDI1NjMx/Sale/Venta_Casa_Avandaro_Mexico.html Article on chores‐ tips for parents on how to instill responsibility in the home with their children. http://www.circleofparents.org/downloads/SPAN_CHORE.pdf http://www.mec.es/sgci/usa/es/materiales/1999nov/act4_p2.shtml (This is a reading about two kids who talk about their allowance and how they spend it. This could be tied with chores. Materiales Magazine 1999) http://www.mec.es/sgci/usa/es/materiales/1999nov/act4_p3.shtml http://www.mec.es/sgci/usa/es/materiales/1999nov/act5_p2.shtml (This has more detailed info about the Spanish Royal family.) http://www.mec.es/sgci/usa/es/materiales/1998nov/act9_p6.shtml (This website has a graphic of a survey on how kids use their allowance.) http://www.mec.es/sgci/usa/es/materiales/2003nov/sumario.shtml (This website has lots of info gaps, readings and activities.) Unit 3: La vida social Content Area: World Language Course & Grade Level: Spanish‐Continuing (8‐2), Grade 8 Summary and Rationale The unit focuses on getting around a Spanish‐speaking city as a tourist. Students prepare themselves for experiences they will encounter when traveling abroad. Recommended Pacing 60 days State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Cumulative Progress Indicator (CPI) Strand A Interpretive Mode Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.1 highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.2 through appropriate physical response. 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, 7.1.NH.A.6 culturally authentic materials. Stand B Interpersonal Mode Use digital tools to exchange basic information by recombining memorized words, phrases, and 7.1.NH.B.1 sentences on topics related to self and targeted themes. Give and follow a series of oral and written directions, commands, and requests for participating in 7.1.NH.B.2 age‐ and level‐ appropriate classroom and cultural activities. Imitate appropriate gestures, intonation, and common idiomatic expressions of the target 7.1.NH.B.3 culture(s)/language during daily interactions. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas. Strand C Presentational Mode Recombine basic information at the word and sentence level related to self and targeted themes to 7.1.NH.C.1 create a multimedia‐rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar 7.1.NH.C.2 vocabulary orally or in writing. 7.1.NH.C.3 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in 7.1.NH.C.4 writing. 7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  They can navigate around a city in the Hispanic world, visit sites, get something to eat and drink without knowing all the words and expressions generally used by native speakers.  They can get the gist and details from advertisements, menus, brochures, and other documents in order to plan an itinerary.  Their language skills allow them to participate in another culture. Unit Essential Questions  Why travel?  Is a city a city or are Spanish‐speaking cities unique? Objectives Students will know:  Land formations  Features and places of interest in a typical city  Transportation  Food/restaurant  Utensils  Train station vocabulary  Verbs o Saber vs. Conocer o Ser vs. Estar o Acabar de o Divertirse o Pedir o Servir o Traer  Adjectives o Describing how food tastes, table settings, typical problems with food and service  Phrases o Colloquial expressions (Ven conmigo II‐chapter 6) o Sequencing o Directions  Re‐entry o Preterite o Restaurant (utensils, forms of “otro,” numbers) o Extending an invitation; accepting/refusing with reasons o Expansion o Direct objects o Reflexive with verbs of emotion. o Saber vs. conocer o Irregular preterite forms pedir, servir, traer as needed to complete tasks Students will be able to:  Talk about social activities  Make phone calls 
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Extend, accept, refuse invitations and give reasons Plan activities with friends Navigate through the city; ask for and give directions Order something to eat and drink in a restaurant Identify and solve problems with food and service in a restaurant Converse in a restaurant Buy a train ticket Navigate a typical train station Tell what happened socially Resources
Core Text: Suggested Resources:  Student Self‐Assessment Checklist for Unit of Study  Centro comercial salvadoreño (La vida social) http://www.plazamundo.com.sv/tiendas.html  A slideshow between a tourist and a Spanish man…tourist asking for directions. http://www.bbc.co.uk/languages/spanish/lj/first_things/first_sights/index.shtml  A slideshow about a restaurant manager talking about his job. (This might be better in the 8th grade careers unit but I’ll put it in here anyway.) http://www.bbc.co.uk/languages/spanish/lj/work_play/company/a1/index.shtml  Map of Sevilla, España http://www.turismoyarte.com/regiones/andalucia/sevilla/sevilla29.htm  Texts on Hispanic restaurants‐ on pg. 9 of magazine. Can be used as quick interpretive pieces to start class. http://www.mec.es/sgci/usa/es/publicaciones/materiales/numeros1a24/Materiales12.pdf http://www.mec.es/sgci/usa/es/materiales/2003abr/2/pag_4.shtml http://www.mec.es/sgci/usa/es/materiales/2003abr/2/pag_6.shtml  City Survey o http://www.mec.es/sgci/usa/es/materiales/2003abr/3/pag_4.shtml (This is a sample letter describing one’s city. ) o http://www.mec.es/sgci/usa/es/materiales/2003abr/5/pag_2.shtml (This has a reading about a city and then asks students to be city officials and write about changes they could make to the city.) o http://www.mec.es/sgci/usa/es/materiales/2003abr/5/pag_3.shtml (This is a city multiple choice activity (interpretive).) o http://www.mec.es/sgci/usa/es/materiales/2003abr/6/pag_2.shtml (This is a reading of Sevilla and Kansas City. It also includes a True/False activity.) o http://www.mec.es/sgci/usa/es/materiales/2003abr/6/pag_3.shtml o http://www.mec.es/sgci/usa/es/materiales/2003abr/6/pag_4.shtml o http://www.mec.es/sgci/usa/es/publicaciones/materiales/abril07/materiales.shtml (This site has a pdf file named “Salimos a la Calle” that includes information on signs and their meanings in the city.) o http://www.mec.es/sgci/usa/es/publicaciones/materiales/abril07/materiales.shtml (This has a pdf file named “Mas Vale Tarde qu nunca” that includes information and visuals of the city.) o http://www.mec.es/sgci/usa/es/materiales/2006nov/3/pag_4.shtml (This website has readings on five cities.) o http://www.mec.es/sgci/usa/es/materiales/1998ago/act5_p3.shtml (This website has information on traveling to Spain by train and by plane. Materiales Magazine 1998) o http://www.mec.es/sgci/usa/es/materiales/1998abr/actividad5_p2.shtml (This is a website page contains ”un folleto de turismo”.) 
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Students compare a city and a town. Students categorize words by city and town.