Common Curriculum Map
Discipline: Foreign Language
Course: Spanish 7-8
Review/Unit 8:
Standards:
28.A.3a Comprehend main messages of simple oral, audio presentations with assistance from resources.
28.A.3b Follow instructions in target language for assignments, activities in/out of classroom.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.3a Comprehend the main message of a variety of written materials with the help of resources.
28.C.3b Compare word use, phrasing and sentence structures of the target language with those used in
one or more other languages.
28.D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization.
Nets 3: Technology product tools: Students use technology tools to enhance learning.
Essential Questions:
How does one communicate in the present in Spanish?
How does one discuss health-related topics in Spanish?
How does one form the subjunctive in Spanish?
What conditions/triggers/types of structures require the subjunctive?
How does one distinguish among subjunctive/indicative/infinitive use?
Content:
Review : present tense and question words
Unit 8: Grammar: forms and uses of the present subjunctive in noun clauses, with impersonal
expressions, in adjective clauses
Unit 8: Vocabulary list related to health/medical vocabulary
Magazine articles in Spanish with medical topics such as La tos ferina, Alergia al man, La aspirina
Culture: "Bilirrubina song"
Unit 8: Language Lab activities from tape series
Skills:
Review lesson: Conjugate verbs in the present tense.
Write sentences in the present
Create questions in the present tense.
Answer written and oral questions in the present tense.
Unit 8: Produce forms of the present subjunctive.
Distinguish when to use subjunctive/indicative/infinitive.
Create sentences requiring the subjunctive.
Produce and recognize vocabulary in reading, writing, speaking, and listening
activities.
Read articles with medical vocabulary/topics.
Discuss health in present tense.
Assessment:
daily homework and classwork
quiz on present tense and question words
quiz on Unit 8 vocabulary
quiz on subjunctive forms
lab activities
graded dialogue assignment
Unit 8 Unit Exam
Unit 9:
Standards:
CRISS strategies: "framed paragraph" idea used to create dialogues
28A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources.
28.A.4 Comprehend details of oral and audio presentations unsupported by visual aids.
28.B3a Respond to open-ended questions and initiate communication in various situations.
28.C3a Comprehend the main message of a variety of written materials with the help of resources.
29.D1 Recognize important people and events (special celebrations) in the history of areas where the
target language is spoken.
30.A.3a Identify differing systems of trade and exchange in target language countries compared to the
United States.
Nets 3: Technology product tools: Students use technology to enhance learning.
Essential Questions:
How does one distinguish between an adjective and a pronoun? (regarding possessives and
demonstratives)
How does one compare people and things in Spanish?
What vocabulary is important in order to shop/describe clothing in Spanish?
What are typical activities related to the celebration of the Day of the Dead in Mexico?
Content:
Unit 9: Grammar: Possessive adjectives and pronouns, demonstrative adjectives and pronouns,
comparisons, and superlatives.
Unit 9: Vocabulary: Clothing/Fashion/Shopping theme
Unit 9: Language Lab activities from tape series
Culture: Day of the Dead Video, La Camisa Negra song
Skills:
Describe what someone is wearing. (people in class, pictures in text)
Discuss what is appropriate clothing for certain situations, activities, and climates.
Express opinions/preferences about clothing/shopping.
Write a dialogue that could take place at a clothing or shoe store.
Compare people and things in written and oral activities.
Recognize and produce vocabulary in a variety of reading, writing, listening, and speaking activities.
Video of Day of Dead: Match people from video with quotes, and translate quotes to English. List in
Spanish symbols/decorations associated with Day of Dead and items included in "ofrendas."
Assessment:
Vocabulary Quiz
daily homework/classwork assignments related to grammar and vocabulary from Unit 9, mostly from
workbook
Unit 9 language lab activities
graded written dialogue assignment
graded magazine reading assignment
Unit 9 Exam
Unit 10:
Standards:
CRISS: framed paragraph as quiz format with airplane vocab.
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources.
28.B.3a. Respond to open-ended questions and initiate communication in various situations.
28.C.3a. Comprehend the main message of a variety of written materials with the help of resources.
28.D.2b Present a simple written or oral report on familiar topics.
28.D.2c Present an original production using known vocabulary and grammatical structures.
Essential Questions:
How does one discuss future events in Spanish?
How does one use the conditional tense in Spanish?
How do you communicate on the topic of travel in Spanish, especially in regard to traveling by air?
Content:
Grammar: Forms and uses of conditional, and future
Vocabulary: related to travel and the airplane
Lab Activities: listening and speaking activities with Unit 10 tape series
Culture: D.L.G. song "No morira" (lots of future tense)
Skills:
Be able to form and use the conditional and future tenses.
Write predictions for classmates, using the future tense.
Group project: Plan the perfect trip -- transportation, lodging, itinerary, packing list, budget, activities,
using the conditional
Answer oral questions using the vocabulary from Unit 10.
Answer written questions describing pictures of airport scene and train station.
Recognize and produce vocabulary in reading, writing, speaking, and listening activities.
With a partner, create a dialogue concerning travel arrangements, from topics suggested in textbook
Discuss travel experiences/preferences
Assessment:
Daily homework and classwork assignments.
Graded project of "perfect trip."
Graded dialogue assignment.
Vocabulary quiz on p. 2 of the list, airplane vocab.
Unit Exam: listening with definitions and taped dialogues, vocabulary, grammar, translation sentences,
and composition
Unit 11:
Standards:
CRISS: framed paragraph on quiz
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.3a, Comprehend the main message of a variety of written materials with the help of resources
28.C.3bCompare word use, phrasing and sentence structures of the target language with those used in one
or more other languages.
28.D.3a Write compositions and reports with a specific focus, supporting details, logical sequence, and
conclusion
29.D.1 Recognize important people and events in the history or areas where the target language is spoken.
Nets 3: Students use technology tools to enhance learning.
Essential Questions:
When is the subjunctive required with time expressions? (CHDTLEM)
What are some conjunctions which always require the subjunctive? (SEPAACA)
What vocabulary is needed to discuss hotels in Spanish?
What differences might one notice in hotels when traveling in Spanish-speaking countries?
Who is the Virgin of Guadalupe? Why is she important in Mexican history/culture?
Content:
Unit 11: Grammar: Uses of infinitive, use of subjunctive with certain conjunctions, use of
subjunctive/indicative with adverbial clauses (time expressions)
Vocabulary: Related to hotels
Culture: Reading about hotels in Miami
Culture: Virgen of Guadalupe video from "Unsolved mysteries" program
Literature: Reading of a passage from "Harry Potter" in Spanish, that uses a lot of the current grammar??
Lab Activities: Listening and speaking activities with Unit 11 of tape series
Skills:
Be able to distinguish the use of subjunctive, indicative , and infinitive with various expressions from Unit
11. (fill-in-blank, sentence-builders, translation sentences,etc).
Memorize and list expressions that always require subjunctive.
Recognize and produce vocabulary in a variety of reading, writing, speaking, and listening activities.
Answer content questions in Spanish about cultural reading
Analyze use of various tenses in "Harry Potter "selection.??
With a partner, create a dialogue that could take place in a hotel. (topics suggested by teacher)
Describe picture of scene in hotel lobby.
Write job descriptions of hotel employees.
Create a "brochure" describing a new hotel.
Assessment:
Daily written and classwork assignments
Graded dialogue assignment
Quiz with Vocabulary /Listening/Composition
Quiz with Unit 11 grammar
Review/Finals:
Standards:
28.B.3a
.28.D.3a
29.E.3 (Huatulco article on final)
CRISS: Question/Answer strategies related to reading
Essential Questions:
Content:
Semester Review Packets
Skills:
Review: Recognize and produce vocabulary from Units 8-11.
Produce and use grammar structures from Units 8-11.
Assessment:
Oral Exams: questions with vocabulary and various tenses, description of picture related to a vocabulary
topic (20 points of quarter grade)
Final Exam: vocabulary, grammar, reading, and composition: 20% of semester grade
Animals – Unit 12:
Standards:
CRISS: reading activity developed for selection of "Casi Una Mujer"
CRISS: Question/Answer strategies related to reading
Nets3: Students use technology tools to enhance learning.
28.A.4 Comprehend details of oral and audio presentations unsupported by visual aids.
28.B.2a Pose questions spontaneously in structured situations.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.3a Comprehend the main message of a variety of written materials with the help of resources.
28.C.4b Demonstrate understanding of written materials by organizing information and concepts.
28.D.2a Write on familiar topics using appropriate grammar, punctuation, and capitalization.
28.D.3a Write compositions and reports with specific focus, supporting details, logical sequence, and
conclusion
29C.3a Read, discuss, and write about themes of selected materials in the target language with assistance
of glossaries, guided questions or outlines.
Essential Questions:
What relationships exist between animals and people in the world?
How does one describe animals, their actions, their habitats in Spanish?
How is the past subjunctive formed and used in Spanish
How does one express cause/effect and hypotheses in Spanish? (if clauses)
How does one discuss housing, furniture, appliances, home maintenance in Spanish?
What are the most important features of a first apartment for students?
Content:
2 weeks: Animal vocabulary unit: vocab. list, various worksheets to practice vocab., legend of how the
rabbit got its ears, riddles, discussion sheet
4 weeks: Unit 12
Unit 12: Past Subjunctive Forms and Uses
If clauses
Vocabulary: Related to the house, furniture, real estate, etc.
Lab Activities: Listening and speaking activities with text series; interview partner with real
estate situation
Literary selection: Passage with household vocabulary from "Casi Una Mujer," by Esmeralda
Santiago
Music: Mark Anthony song "Si tu no te fueras"
Skills:
Recognize and produce animal vocabulary in a variety of reading, writing, speaking, and listening
activities
Unit 12:
Produce the past subjunctive forms.
Distinguish when to use past vs. present subjunctive.
Identify if clauses in song
Create original sentences using if + past subjunctive + conditional.
Answer oral questions using if + past subj. + conditional.
Using patterns and activities from text/workbook, create logical sentences with the past subjunctive.
Recognize and produce vocabulary in a variety of reading, writing, speaking, and listening activities
Describe their ideal house/apartment.
Translate sentences from English to Spanish using vocab. and all tenses.
Assessment:
Animal Vocab Assessments:
Daily homework and classwork assignments
Quiz on animal vocabulary
Unit 12 Assessments:
Daily homework/classwork assignments
Vocabulary quiz on first half of Unit 12 vocab.
quiz on past subjunctive forms
Unit 12 exam: listening, vocab, grammar, composition
Unit 13:
Standards:
CRISS: alphabet brainstorm with car vocab.
28A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources.
28A.3b Follow instructions in the target language as given in multistep segments for assignments and
activities in and out of the classroom.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.2a. Comprehend written classroom directions, read simple passages, infer meaning of cognates and
loan words.
28.C.2b. Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons.
28.C.3a Comprehend the main message of a variety of written materials with the help of resources.
28.C3b Compare word use, phrasing and sentence structures of target language with those used in one or
more languages.
28.C.4b Demonstrate understanding of written materials by organizing information and concepts.
28.C.4c. Compare the target language with one or more languages in terms of vocabulary, word use,
phrase and sentence structure and complete text structures.
28D.2a Write on familiar topics, using appropriate grammar, punctuation, and capitalization.
28.D.2b Present a simple written or oral report on familiar topics.
29.C.2c Summarize the main points of selected media presentations in the target language.
Nets 3 Students use technology tools to enhance learning.
Essential Questions:
How and when does one communicate with impersonal structures in Spanish?
How does one discuss cars and driving in Spanish -- models, features, safety, maintenance, repair, etc?
What are the most important features in a car for them?
How does one discuss home, equipment, and appliance repair in Spanish?
Content:
Unit 13: Grammar: Passive voice with ser, passive voice with se, accidental reflexive, ser/estar with past
participles
Vocabulary related to services and repairs of home, appliances, cars, audio and video equipment
Listening and speaking activities with text series
Readings: Ad for Kia with list of options for cars
articles about seat belts, air bags, restraints
car advertisements
Culture:
Mi Familia video: Discuss the content and characters of the movie in Spanish. Answer
essay questions related to themes of the movie.
Skills:
Rewrite sentences, changing from active to passive voice.
Translate sentences from English to Spanish, using this lesson's vocab. and structures.
Write ads using the se structure in the title.
Recognize and produce vocabulary in a variety of reading, writing, and speaking activities.
Write dialogue between customer and mechanic.
Organize car options in categories: luxury, safety, convenience, appearance
Summarize articles about seat belts, air bags, etc.
Evaluate and describe cars based on information presented in advertisements.
Mi Familia video: Discuss the content and characters of the movie in Spanish. Answer
essay questions related to themes of the movie.
Assessment:
Daily classwork/homework assignments.
Graded assignments: Ads using the se structure car ad assignment
quizzes: first half of vocab. and se structure .
second half of vocab, listening, passive voice w/ser and ser/estar w/past participles
Essay questions related to the themes of "Mi Familia" video
Unit 14:
Standards:
28.A.3a Comprehend the main messages of simple oral and audio presentations with assistance from
resources.
28.A.3b Follow instructions in the target language as given in multistep segments for assignments and
activities in and out of the classroom.
28B.3a Respond to open-ended questions and initiate communication in various situations.
28.B.5a Discuss and defend a position on an issue in a discussion.
28.C.3a Comprehend the main message of a variety of written materials with the help of resources to
expand vocabulary.
28.C.3b Compare word use, phrasing and sentence structures of the target language with those used in
one or more other languages.
28.D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization.
28D.3a Write compositions and reports with a specific focus, supporting details, logical sequence and
conclusion
30.B.1Use the target language to identify common professions and occupations.
30.B.2a Use the target language to describe activities and characteristics of selected occupations and work
places.
30.B.4a Use the target language to compare various occupations in terms of their roles, status, and
qualifications in areas where the target language is spoken and in the United States.
Nets 3 Students use technology tools to enhance learning.
Essential Questions:
How does one discuss professions, the work place, job-training , skills and qualifications in Spanish?
What are typical questions that would be asked in a job interview?
What type of information does one include in a curriculum vitae?
How do job ads in a Mexican newspaper compare to those in a U.S. newspaper?
Content:
Unit 14: Grammar: past perfect subjunctive, conditional perfect, if clauses that combine past perfect subj.
and conditional perfect, relative pronouns que, quien, cuyo
Vocabulary: Related to the working world: professions, careers, education, office equipment, etc.
Listening and speaking activities with tape series.
Study of job ads from Mexican newspaper.
Skills:
Unit 14:
Be able to form and use the past perfect subjunctive and the conditional perfect.
Complete if clauses, filling in the elements missing and logical ideas
Know when to use the relative pronouns que, quien cuyo: fill in blank in sentences.
Create logical sentences using the pronouns que, quien, cuyo
Recognize and produce vocabulary in a variety of reading, writing, speaking, and listening activities.
With a partner, do an oral job interview situation.
Write a job advertisement, using the ads that we studied as a model.
Translate sentences using Unit 14 vocab. and all tenses
Express opinions orally in discussion about the world of work.
Assessment:
Unit 14: Daily homework/classwork assignments.
Vocabulary quiz on first half of list
Graded job advertisement
Unit 14 Exam: listening, grammar, vocabulary. and composition
Don Quijote:
Standards:
CRISS: some question techniques as I created review sheet for Don Quijote lesson,
semantic features analysis of the various episode,Ven diagram to compare'/
contrast 2 episodes
In the future, I would like to do a RAFT composition assignment for the D.Q.
lesson.
28.A.3a Comprehend the main messages of simple oral and audio presentations with assistance from
resources.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.3a Comprehend the main message of a variety of written materials with the help of resources to
expand vocabulary.
28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons.
28.C.4b Demonstrate understanding of written materials by organizing information and concepts.
29.C.2a Read, retell, and summarize selected literary works.
29C.3a. Read , discuss, and write about themes of selected materials in the target language with
assistance of glossaries, guided questions or outlines.
29.D1 Recognize important people and events in the history of areas where the target language is spoken.
Nets 3 Students use technology tools in order to enhance learning.
Essential Questions:
Why is Don Quijote considered an important work of literature?
Who are the main characters of the novel?
What are some important themes that make the novel universal and timeless?
How do Don Quijote and Sancho compare?
Content:
Don Quijote unit: 2weeks
Unit on Don Quijote: introductory lecture with realia;vocabulary needed to understand and discuss
episodes; windmill, inn, and galley slaves episodes; video segments from Man of La Mancha
Review for and take oral and written finals.
Skills:
Quijote Unit:
Answer oral and written content questions about the episodes.
Describe the characters.
Summarize the episodes.
Compare and contrast 2 of the 3 episodes read.
Create a new adventure for Don Quijote and Sancho in current times.
Oral Exams: Answer questions using grammar and vocab. studied this semester.
Monologue on a topic related to the vocabulary
Assessment:
Daily classwork/homework grades on Quijote lesson.
Quiz covering content and characters of Quijote.
Composition: New Adventure of Don Quijote
Oral Exams (on 4th quarter grade)
Final Exam: 20% of semester grade