ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish
GRADE LEVEL: 8
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Review of all skills from
WORLD LANGUAGESPANISH GRADE 6 program.
Review of all skills from
WORLD LANGUAGESPANISH GRADE 7 program.
Naming places in the
community, Discussing means of
transportation, Numbers 2001,000, Talking about Hispanic
communities in the U.S., Talking
about activities and errands,
Talking about things you buy,
Discussing money, Asking and
giving directions, Talking about
events in the past-tense,
Indicating when an event
occurred, Stating that you
did/did not know something, The
preposition DE + EL, Preterite
tense of -AR verbs, Preterite
tense of IR, Discussing
television in the Spanishspeaking world, Naming types of
movies, Talking about movies
and TV shows, Indicating time
or duration, Expressing opinions
or reactions, Indicating reasons,
Comparative and superlative
degrees of comparison, Using
pronouns with infinitives,
Pronouns NOS and LES,
Preterite of the verb VER,
Discussing Mexican food and
restaurants, Naming foods,
Spanish 8
Aligned Materials/
Resources/Technology
Assessment
CONNECTIONS
Use every day number skills to do math problems and to
calculate currency equivalencies in the target language
Make, label and read maps using appropriate
geographical terms in the target language
Manipulate the applications of the metric system in
talking about weather, height, weight, distance
Recognize famous historical events, people, landmarks,
places, products from the target culture
Examine American historical events, place names,
famous people and events from the target culture
perspective and influence
Discuss and express preferences about movies/TV
programs in the target language
Demonstrate knowledge of other forms of government
Apply as appropriate language arts skills to the target
language-punctuation, dictionary skills, reading and
writing skills
Demonstrate awareness of artistic and musical
contributions, and practices present in the target culturefamous works of art, special musical instruments,
famous artists or composers, well known songs
Use computer, multimedia, traditional texts and printed
material to find information on familiar themes to
integrate in other target language activities (menus,
phone book ads, TV and movie listings)
Analyze form, presentation, layout of target culture
products to examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target language
Recognize Anglicisms present in the target language
Compare grammatical structures, pronunciation and
writing systems between native and target languages
Identify different social conventions( e.g. forms of
address, idiomatic expressions, phone etiquette)
Demonstrate understanding that vocabulary terms mean
Page 1
Text:
Paso a Paso (Prentice Hall, 2000) and
all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for
Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Qué tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector
Instructional Strategies
Oral Presentations
Simulated activities through role playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues (e.g. situation
cards)
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (e.g.
Workbook exercises, taking notes, listing,
categorizing, labeling, summarizing,
comparing, contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
Include Internet activities
Power Point Presentations
-1-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Describing table settings,
Talking about eating out,
Expressing needs, Indicating
time and frequency, Indicating
position, Stem-changing verbs
e→i, Traer, Indirect object
pronouns, Preterite of –ER and –
IR verbs, Discussing endangered
species, Talking about
conservation and recycling,
Talking about animals,
Discussing nature and the
environment, Describing
environments, Talking about
everyday activities, Giving
opinions, DECIR, Affirmative
TÚ command, SABER, Talking
about parties, Introducing
people, Discussing what to wear
to a party, Talking about giftgiving, Construction of negative
sentences, Present progressive
tense, DAR.
different things in different cultures
Identify and understand cognates between languages
Understand and use appropriate nonverbal
communication of the target language
Use the target language in a manner appropriate to the
etiquette of the native speaker
Compare and contrast basic conditions in the various
target cultures ( e.g. weather, seasons, food customs)
Speculate and defend perceptions on why certain
products are important in the target culture
Compare target health and health practices with those in
native culture
Compare target culture daily practices (e.g. ordering
food in restaurant, visiting doctor, recycling) with native
culture
Compare celebrations and holidays common to the
cultures of the target language and the native culture
(U.S.)
(e.g. Thanksgiving only celebrated in U.S., why and
where Cinco de Mayo celebrated)
COMMUNITY
Identify the target language in the students' daily life
(e.g. restaurant menus, recipes, TV programs, movies,
visits to doctor, caring for environment)
Find connections with the target culture through the use
of technology, media and authentic sources
Participate in structured curricular programs designed to
extend learning beyond the classroom (e.g. visiting
artists, field trips)
Discover and utilize rich resources within the RTM
community
Explore and interface with Hispanic communities in
close proximity to RTM ( e.g. Wilmington,
Philadelphia, West Chester, Kennett Square, Lancaster,
New York City)
Use target language to respond to basic target language
situations encountered in the students' daily life (e.g.
Spanish 8
Page 2
Instructional Strategies
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
read a menu, write to a pen pal, give directions to a
visitor, thank visiting artists)
Listen to music, sing songs, and/or play instruments
from target culture
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate
materials from target culture
Experience new foods from target culture
View age-appropriate and linguistically appropriate
films from target culture
Appreciate target culture elements that are related to
travel experiences
Demonstrate survival skills in an immersion experience
Evaluate communicative skills and cultural knowledge
using discrete point quizzes and prochievement chapter
tests
Recite dialogues
Create role-plays
Assess aural comprehension via dictation
Select and order from a cafe menu
Discuss daily activities and current events
Produce projects( e.g. Menus, daily logs, movie
reviews)
Construct reports
Develop oral presentations using relevant vocabulary,
grammatical concepts and cultural knowledge.
Spanish 8
Page 3
-3-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
Communicate with Special Ed Personnel re:
student data
Spanish 8
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Mexico
Reciprocal Exchange program to Spain
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Rank Level I projects
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g. provide
extra reading material, extra listening
and speaking opportunities)
Guest speakers/ Visiting artists
Page 4
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages- French, German,
Latin, Spanish (compare and contrast
languages within the discipline)
Mathematics (currency exchange,
measurement systems)
Geography (maps, demographics,
climate)
Language Arts (etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater, and
cinema)
Social Studies (culture, civics, history,
humanities, economics, ethnicity,
government)
Music (folk songs, dances, popular
music, musical instruments)
Art (art history, crafts, student art
projects, architecture)
Science (body parts and health,
environmental issues, animals)
Consumer science (cuisine, etiquette,
fashion, advertising)
Physical education (health, fitness)
-4-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Review of all skills from WORLD
LANGUAGE-SPANISH GRADE
6 program.
Review of all skills from WORLD
LANGUAGE-SPANISH GRADE
7 program.
CONNECTIONS
Use every day number skills to do math problems and to calculate
currency equivalencies in the target language
Make, label and read maps using appropriate geographical terms in the
target language
Manipulate the applications of the metric system in talking about
weather, height, weight, distance
Recognize famous historical events, people, landmarks, places,
products from the target culture
Examine American historical events, place names, famous people and
events from the target culture perspective and influence
Discuss and express preferences about movies/TV programs in the
target language
Demonstrate knowledge of other forms of government
Apply as appropriate language arts skills to the target languagepunctuation, dictionary skills, reading and writing skills
Demonstrate awareness of artistic and musical contributions, and
practices present in the target culture-famous works of art, special
musical instruments, famous artists or composers, well known songs
Use computer, multimedia, traditional texts and printed material to find
information on familiar themes to integrate in other target language
activities (menus, phone book ads, TV and movie listings)
Analyze form, presentation, layout of target culture products to
examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target language
Recognize Anglicisms present in the target language
Compare grammatical structures, pronunciation and writing systems
between native and target languages
Identify different social conventions( e.g. forms of address, idiomatic
expressions, phone etiquette)
Demonstrate understanding that vocabulary terms mean different
things in different cultures
Identify and understand cognates between languages
Naming places in the community,
Discussing means of
transportation, Numbers 2001,000, Talking about Hispanic
communities in the U.S., Talking
about activities and errands,
Talking about things you buy,
Discussing money, Asking and
giving directions, Talking about
events in the past-tense, Indicating
when an event occurred, Stating
that you did/did not know
something, The preposition DE +
EL, Preterite tense of -AR verbs,
Preterite tense of IR, Discussing
television in the Spanish-speaking
world, Naming types of movies,
Talking about movies and TV
shows, Indicating time or
duration, Expressing opinions or
reactions, Indicating reasons,
Comparative and superlative
degrees of comparison, Using
pronouns with infinitives,
Pronouns NOS and LES, Preterite
of the verb VER, Discussing
Mexican food and restaurants,
Spanish 8
Approx. Time Allotment:
Page 5
Text:
Paso a Paso (Prentice Hall, 2000)
and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters
for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Qué tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector
-5-
Instructional Strategies
Oral Presentations
Simulated activities through
role playing
Paired communicative
activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues (e.g.
situation cards)
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency
activities
Computer software activities
Games, skits, songs and
puzzles
Speaking and writing
activities (e.g. Workbook
exercises, taking notes,
listing, categorizing, labeling,
summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
Include Internet activities
Power Point Presentations
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Naming foods, Describing table
settings, Talking about eating out,
Expressing needs, Indicating time
and frequency, Indicating
position, Stem-changing verbs
e→i, Traer, Indirect object
pronouns, Preterite of –ER and –
IR verbs, Discussing endangered
species, Talking about
conservation and recycling,
Talking about animals, Discussing
nature and the environment,
Describing environments, Talking
about everyday activities, Giving
opinions, DECIR, Affirmative TÚ
command, SABER, Talking about
parties, Introducing people,
Discussing what to wear to a
party, Talking about gift-giving,
Construction of negative
sentences, Present progressive
tense, DAR.
Understand and use appropriate nonverbal communication of the target
language
Use the target language in a manner appropriate to the etiquette of the
native speaker
Compare and contrast basic conditions in the various target cultures (
e.g. weather, seasons, food customs)
Speculate and defend perceptions on why certain products are
important in the target culture
Compare target health and health practices with those in native culture
Compare target culture daily practices (e.g. ordering food in restaurant,
visiting doctor, recycling) with native culture
Compare celebrations and holidays common to the cultures of the
target language and the native culture (U.S.)
(e.g. Thanksgiving only celebrated in U.S., why and where Cinco de
Mayo celebrated)
COMMUNITY
Identify the target language in the students' daily life ( e.g. restaurant
menus, recipes, TV programs, movies, visits to doctor, caring for
environment)
Find connections with the target culture through the use of technology,
media and authentic sources
Participate in structured curricular programs designed to extend
learning beyond the classroom (e.g. visiting artists, field trips)
Discover and utilize rich resources within the RTM community
Explore and interface with Hispanic communities in close proximity to
RTM ( e.g. Wilmington, Philadelphia, West Chester, Kennett Square,
Lancaster, New York City)
Use target language to respond to basic target language situations
encountered in the students' daily life (e.g. read a menu, write to a pen
pal, give directions to a visitor, thank visiting artists)
Listen to music, sing songs, and/or play instruments from target culture
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate materials from
target culture
Spanish 8
Approx. Time Allotment:
Page 6
-6-
Instructional Strategies
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Experience new foods from target culture
View age-appropriate and linguistically appropriate films from target
culture
Appreciate target culture elements that are related to travel experiences
Demonstrate survival skills in an immersion experience
Evaluate communicative skills and cultural knowledge using discrete
point quizzes and prochievement chapter tests
Recite dialogues
Create role-plays
Assess aural comprehension via dictation
Select and order from a cafe menu
Discuss daily activities and current events
Produce projects( e.g. Menus, daily logs, movie reviews)
Construct reports
Develop oral presentations using relevant vocabulary, grammatical
concepts and cultural knowledge.
Spanish 8
Page 7
-7-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Enrichment Strategies
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future assignments
Note taking by classmates for reproduction
Communicate with Special Ed Personnel re: student data
World Language Departmental
Initiatives
Immersion trips to Mexico
Reciprocal Exchange program to
Spain
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Spanish 8
Level I Opportunities
Field trips
Rank Level I projects
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g. provide
extra reading material, extra listening
and speaking opportunities)
Guest speakers/ Visiting artists
Page 8
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages- French, German, Latin,
Spanish (compare and contrast languages
within the discipline)
Mathematics (currency exchange,
measurement systems)
Geography (maps, demographics, climate)
Language Arts (etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater, and cinema)
Social Studies (culture, civics, history,
humanities, economics, ethnicity,
government)
Music (folk songs, dances, popular music,
musical instruments)
Art (art history, crafts, student art projects,
architecture)
Science (body parts and health,
environmental issues, animals)
Consumer science (cuisine, etiquette,
fashion, advertising)
Physical education (health, fitness)
-8-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Benchmark/Skills
Review of all skills from WORLD
LANGUAGE-SPANISH GRADE 6
program.
Review of all skills from WORLD
LANGUAGE-SPANISH GRADE 7
program.
Naming places in the community,
Discussing means of transportation,
Numbers 200-1,000, Talking about
Hispanic communities in the U.S.,
Talking about activities and errands,
Talking about things you buy,
Discussing money, Asking and giving
directions, Talking about events in the
past-tense, Indicating when an event
occurred, Stating that you did/did not
know something, The preposition DE
+ EL, Preterite tense of -AR verbs,
Preterite tense of IR, Discussing
television in the Spanish-speaking
world, Naming types of movies,
Talking about movies and TV shows,
Indicating time or duration,
Expressing opinions or reactions,
Indicating reasons, Comparative and
superlative degrees of comparison,
Using pronouns with infinitives,
Pronouns NOS and LES, Preterite of
the verb VER, Discussing Mexican
food and restaurants, Naming foods,
Describing table settings, Talking
about eating out, Expressing needs,
Indicating time and frequency,
Indicating position, Stem-changing
verbs e→i, Traer, Indirect object
Spanish 8
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
CONNECTIONS
Use every day number skills to do math problems
and to calculate currency equivalencies in the target
language
Make, label and read maps using appropriate
geographical terms in the target language
Manipulate the applications of the metric system in
talking about weather, height, weight, distance
Recognize famous historical events, people,
landmarks, places, products from the target culture
Examine American historical events, place names,
famous people and events from the target culture
perspective and influence
Discuss and express preferences about movies/TV
programs in the target language
Demonstrate knowledge of other forms of
government
Apply as appropriate language arts skills to the
target language-punctuation, dictionary skills,
reading and writing skills
Demonstrate awareness of artistic and musical
contributions, and practices present in the target
culture-famous works of art, special musical
instruments, famous artists or composers, well
known songs
Use computer, multimedia, traditional texts and
printed material to find information on familiar
themes to integrate in other target language
activities (menus, phone book ads, TV and movie
listings)
Analyze form, presentation, layout of target culture
products to examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target
language
Recognize Anglicisms present in the target
Page 9
Text:
Paso a Paso (Prentice Hall, 2000)
and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters
for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Qué tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector
Instructional Strategies
Oral Presentations
Simulated activities through role playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues (e.g. situation
cards)
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (e.g.
Workbook exercises, taking notes, listing,
categorizing, labeling, summarizing,
comparing, contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
Include Internet activities
Power Point Presentations
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
pronouns, Preterite of –ER and –IR
verbs, Discussing endangered species,
Talking about conservation and
recycling, Talking about animals,
Discussing nature and the
environment, Describing
environments, Talking about everyday
activities, Giving opinions, DECIR,
Affirmative TÚ command, SABER,
Talking about parties, Introducing
people, Discussing what to wear to a
party, Talking about gift-giving,
Construction of negative sentences,
Present progressive tense, DAR.
language
Compare grammatical structures, pronunciation and
writing systems between native and target
languages
Identify different social conventions( e.g. forms of
address, idiomatic expressions, phone etiquette)
Demonstrate understanding that vocabulary terms
mean different things in different cultures
Identify and understand cognates between
languages
Understand and use appropriate nonverbal
communication of the target language
Use the target language in a manner appropriate to
the etiquette of the native speaker
Compare and contrast basic conditions in the
various target cultures ( e.g. weather, seasons, food
customs)
Speculate and defend perceptions on why certain
products are important in the target culture
Compare target health and health practices with
those in native culture
Compare target culture daily practices (e.g. ordering
food in restaurant, visiting doctor, recycling) with
native culture
Compare celebrations and holidays common to the
cultures of the target language and the native
culture (U.S.)
(e.g. Thanksgiving only celebrated in U.S., why and
where Cinco de Mayo celebrated)
COMMUNITY
Identify the target language in the students' daily
life ( e.g. restaurant menus, recipes, TV programs,
movies, visits to doctor, caring for environment)
Find connections with the target culture through the
use of technology, media and authentic sources
Participate in structured curricular programs
designed to extend learning beyond the classroom
Spanish 8
Approx. Time Allotment:
Page 10
Instructional Strategies
- 10 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
(e.g. visiting artists, field trips)
Discover and utilize rich resources within the RTM
community
Explore and interface with Hispanic communities in
close proximity to RTM ( e.g. Wilmington,
Philadelphia, West Chester, Kennett Square,
Lancaster, New York City)
Use target language to respond to basic target
language situations encountered in the students'
daily life (e.g. read a menu, write to a pen pal, give
directions to a visitor, thank visiting artists)
Listen to music, sing songs, and/or play instruments
from target culture
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate
materials from target culture
Experience new foods from target culture
View age-appropriate and linguistically appropriate
films from target culture
Appreciate target culture elements that are related to
travel experiences
Demonstrate survival skills in an immersion
experience
Evaluate communicative skills and cultural
knowledge using discrete point quizzes and
prochievement chapter tests
Recite dialogues
Create role-plays
Assess aural comprehension via dictation
Select and order from a cafe menu
Discuss daily activities and current events
Produce projects( e.g. Menus, daily logs, movie
reviews)
Construct reports
Develop oral presentations using relevant
vocabulary, grammatical concepts and cultural
knowledge.
Spanish 8
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June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
Communicate with Special Ed Personnel re:
student data
Spanish 8
Enrichment Strategies
World Language Departmental Initiatives
Immersion trips to Mexico
Reciprocal Exchange program to Spain
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Rank Level I projects
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g. provide extra
reading material, extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
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Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages- French, German, Latin,
Spanish (compare and contrast languages
within the discipline)
Mathematics (currency exchange,
measurement systems)
Geography (maps, demographics, climate)
Language Arts (etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater, and cinema)
Social Studies (culture, civics, history,
humanities, economics, ethnicity,
government)
Music (folk songs, dances, popular music,
musical instruments)
Art (art history, crafts, student art projects,
architecture)
Science (body parts and health,
environmental issues, animals)
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June, 2004