CURRICULUM
FOR
WORLD LANGUAGE
INTRODUCTION
TO
SPANISH
GRADES 7-8
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
John Perillo, Supervisor of Special Projects
The Board acknowledges the following who contributed to the preparation of this curriculum.
Paola Rodriguez
Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction
Subject/Course Title:
World Language: Introduction to Spanish
Grades 7-8
Date of Board Adoptions:
January 21, 2014
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Introduction to Spanish
Unit Title: ¡Hola! (Hello!)
Target Course/Grade Level: Grades 7-8
Unit Summary: In this Unit, students will use rudimentary vocabulary to converse with their peers. Students will be able to greet themselves to their
peers. Students will also be able to learn how to make different introductions, the different ways to end a conversation, the Spanish alphabet and how to
spell vocabulary correctly, the difference between formal and informal greetings, saying where they and others are from, and Spanish- speaking countries,
capitals and their locations. Students will begin to respond to classroom instructions in the new language.
Approximate Length of Unit: Approximately 6 weeks, using A and B schedule
Primary interdisciplinary connections: Language Arts, World Cultures, Geography.
LEARNING TARGETS
Standard 7.1 World Languages:
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 studies with their own, and participate in home
and global communities.
CPI#:
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
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources
related to targeted themes.
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target cultures.
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Demonstrate comprehension of brief oral and written messages using age – and level – appropriate, culturally authentic materials on
familiar topics.
21st-Century Life & Career Skills:
Standard 9.1.12
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
9.1.12.F.2
Interpret spoken and written communication within the appropriate cultural context.
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
Understand the difference between familiar and formal greetings in Spanish
Analyze the differences between the Spanish and American alphabets
Use appropriate language when introducing themselves and ending conversations
Diagram Spanish-speaking countries, their capitals and locations
Unit Essential Questions
Why do people in Spanish-speaking countries use formal and informal greetings?
What is the difference between the Spanish and English alphabet?
Why are there numerous ways to start and end a conversation?
Knowledge and Skills
Students will know…
Vocabulary: greetings, farewells, responses to introduction questions, the Spanish alphabet, how to spell in Spanish
Spanish-speaking countries
Students will be able to…
Greet people and say goodbye using greetings and farewells
Introduce themselves and others
Ask and say how to spell names and words using the alphabet
Say where they are from
Identify the 3 Americas. (North, Central and South)
Locate Spanish countries on maps
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher made tests and quizzes
Dictations
Oral presentations
Projects and posters
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Organize greeting vocabulary on the board under three categories: hello, ask or tell how someone is, say goodbye.
Ask students to walk around the class introducing themselves and asking the other student’s name. Continue until each student has introduced
himself or herself to five other students.
Say the Spanish alphabet and have students repeat it. After this, lead students in a version of the traditional ABC song, using the Spanish
alphabet and pointing out that there are additional letters in the Spanish version.
Point to Spanish-speaking countries on a map and have students identify them and their capitals.
Have students work with a partner to develop a short conversation. Partners should greet each other, ask each other their name, where they are
from, and then say good-bye. Students must use appropriate gestures and facial expressions to support the meaning of their words.
Have students work individually and in small groups to projects and posters. Their charts should include words used in lessons to show
acquisition.
Model two classroom commands and have students obey them. Gradually add more commands as they master two at a time.
Use TPR to show understanding of classroom commands and phrases.
RESOURCES
Teacher Resources:
Textbook: ¡Avancemos!
¡Avancemos! Teacher One-Stop Planner CD-ROM
Teacher created games, quizzes, and flashcards
Music
Internet
Equipment Needed:
Computer with Internet access
Projector
Whiteboard and markers
Maps
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Introduction to Spanish
Unit Title: En La Clase (In the Classroom)
Target Course/Grade Level: Grades 7-8
Unit Summary: In this Unit, students will use rudimentary vocabulary to converse with their peers. Students will be able to learn to say numbers,
exchange phone numbers, do basic math in Spanish, the days of the week and to talk about what day of the week it is, the months of the year, useful
phrases used by teachers and students in the classroom. Students will begin to respond to classroom instructions in the new language.
Approximate Length of Unit: Approximately 6 weeks, using A and B schedule
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Music.
LEARNING TARGETS
Standard 7.1 World Languages:
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 studies with their own, and participate in home
and global communities.
CPI#:
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
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information
sources related to targeted themes.
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target cultures.
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Demonstrate comprehension of brief oral and written messages using age – and level – appropriate, culturally authentic materials on
familiar topics.
21st-Century Life & Career Skills:
Standard 9.1.12
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
Learn how to say numbers in Spanish and exchange phone numbers
Add and subtract numbers in Spanish, do simple arithmetic in Spanish
Talk about the days of the week and say what day of the week it is
Talk about the months of the year in the Spanish calendar
Learn useful phrases used by teachers and students in a classroom setting
Respond to simple classroom commands
Unit Essential Questions
Why does Spanish calendar begin with Sunday and not Monday?
Why are the days of the week and months of the year lowercased?
Why do phone numbers in Spanish speaking countries contain different number of digits than the United States of America?
What are some differences and similarities in schools between Spanish speaking countries and the United States of America?
Knowledge and Skills
Students will know…
Vocabulary: numbers, arithmetic expressions, days of the week, months of the year, classroom phrases and in the book phrases
Giving and responding to commands from teachers and peers
Students will be able to…
Say numbers in Spanish
Exchange phone numbers
Learn and practice the days of the week
Learn and practice the months of the year
Learn useful classroom phrases
Learn about schools in Latin America and Spain
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher made tests and quizzes
Dictations
Oral presentations
Projects and posters
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Organize vocabulary on the board and give students enough time to write down information before lesson begins. Students will use vocabulary
in different ways to maximize acquisition.
Have students work with a partner to develop a short conversation. Students must use appropriate gestures and facial expressions to support the
meaning of their words.
Have students work individually and in small groups to projects and posters. Their charts should include words used in lessons to show
acquisition.
Model two classroom commands and have students obey them. Gradually add more commands as they master two at a time.
RESOURCES
Teacher Resources:
Textbook: ¡Avancemos!
¡Avancemos! Teacher One-Stop Planner CD-ROM
Teacher created games, quizzes, and flashcards
Music
Internet
Equipment Needed:
Computer with Internet access
Projector
Whiteboard and markers
Maps
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Introduction to Spanish
Unit Title: El Tiempo (The weather)
Target Course/Grade Level: Grades 7-8
Unit Summary: In this Unit, students will use rudimentary vocabulary to converse with their peers. Students will be able to learn how to describe the
weather. They will also learn the seasons of the year and their differences. Students will know how to say the temperature. They will know how to
differentiate the colors. Students will begin to respond to classroom instructions in the new language.
Approximate Length of Unit: Approximately 6 weeks, using A and B schedule
Primary interdisciplinary connections: Language Arts, World Cultures, Art, Science, and music.
LEARNING TARGETS
Standard 7.1 World Languages:
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 studies with their own, and participate in home
and global communities.
CPI#:
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
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources
related to targeted themes.
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target cultures.
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Demonstrate comprehension of brief oral and written messages using age – and level – appropriate, culturally authentic materials on
familiar topics.
21st-Century Life & Career Skills:
Standard 9.1.12
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
Learn how to describe the weather and its conditions
Learn how to say the temperature
Differentiate the seasons of the year and the activities associated with each season. Express what their favorite and least favorite season is and
why
Identify the colors. Express their favorite and least favorite color and why
Unit Essential Questions
How is the temperature defined in Spanish speaking countries?
Why do Spanish speaking countries use Celsius instead of Fahrenheit?
What are the difference between primary and secondary colors?
What months are associated with the season in Spanish speaking countries?
How does location of Spanish speaking countries affect the seasons?
Knowledge and Skills
Students will know…
Vocabulary: weather, temperature, seasons, primary colors, secondary colors, months of the year, numbers
Giving and responding to commands from teachers and peers
Students will be able to…
Learn and practice weather expressions
Learn how to say what the temperature is
Learn the seasons of the year
Learn how to say what their favorite and least favorite season is
Learn the colors
Learn how to say what their favorite and least favorite season is
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher made tests and quizzes
Dictations
Oral presentations
Projects and posters
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Organize vocabulary on the board and give students enough time to write down information before lesson begins. Students will use vocabulary
in different ways to maximize acquisition.
Have students work with a partner to develop a short conversation. Students must use appropriate gestures and facial expressions to support the
meaning of their words.
Have students work individually and in small groups to projects and posters. Their charts should include words used in lessons to show
acquisition.
Model two classroom commands and have students obey them. Gradually add more commands as they master two at a time.
RESOURCES
Teacher Resources:
Textbook: ¡Avancemos!
¡Avancemos! Teacher One-Stop Planner CD-ROM
Teacher created games, quizzes, and flashcards
Music
Internet
PowerPoints on vocabulary and grammar
Equipment Needed:
Computer with Internet access
Projector
Whiteboard and markers
Maps