Student Learning Goals for Spanish Grades 6-8
At Peabody School, Spanish students learn language and grammar structures for daily use,
and are prepared to meet advanced studies requirements (Honors, AP, etc.). In most
situations, students will leave Peabody having earned two High School World Language
credits. Spanish IA is the sixth grade course. Spanish IB is the seventh grade course. Spanish
II is the eighth grade course. Spanish is offered three times per week for one hour in the
middle school.
Differentiation Instruction is characterized by variations in:*Content, *Open-ended tasks, *Pacing,
*Complexity of thought, *Student choice, *Product, *Process
Linguistic Components: Reading, Writing, Listening, Cultural Exploration Communication and
and Speaking Activities
Functional Language
Students will learn
Students will acquire:
about:
Students will use Spanish
Vocabulary
to:
 Greeting customs
 Greetings
in Spanishspeaking countries  Greet and say goodbye
 Numbers
to one another as well as
 Spanish music,
 Classroom objects
introduce friends
movies,
and
books
 Likes and dislikes

Give and understand
 Sports in Spanish Leisure activities and sports
classroom commands
speaking countries
 Family members and pets

Express basic feelings

Meal
time
 Descriptive adjectives
and needs (ex: hunger,
differences
and
 School subjects
thirst, sickness)
food customs
 Days of the week
 Express likes, dislikes,
 Differences in
 Months and seasons
and preferences about
education,
extra Time
activities
curricular
 Weather
 Make plans
activities, parties
 Food vocabulary
 La quinceañera and  Extend and accept or
 Restaurant vocabulary
other birthday
decline an invitation
 Clothing and shopping
traditions
 Interview someone
 House and Furniture
 Houses in Spanishusing interrogative
 Chores
speaking countries
words and phrases
 Places in the city
 Maps of Spain,
 Describe people
 Transportation
South America,
 Talk about family
 Travel
Central America,
 Describe the weather
 Celebrations
the Caribbean, and  Have a simple
 Food Shopping
Equatorial Guinea.
conversation in the
 Daily routine
 Famous Hispanics
present tense
 Body parts and health
in the United States  Use the present
 Helping in the community
 Art and famous
progressive tense, the
 Entertainment (plays, movies, TV)
artists of Hispanic
simple future tense, the
or Spanish descent,
 Technology vocabulary
imperative, the present
arts and crafts in
indicative tense,
Spanish-speaking
Grammar
preterite tense and
countries
 Definite and indefinite articles and gender concepts
imperfect tenses in a
 The various
variety of contexts by
 Adjective agreement and irregular adjectives
monetary systems
the close of Spanish II in
 Prepositions
in
the
Spanish8th grade
 Possessive and demonstrative adjectives
speaking world
 Tell time by the hour,
 Negative sentences
half hour, and quarter
 Interrogative words and asking questions
Phonology
hour using am and pm
 Present tense of regular –ar,-er, and –ir verbs
Peabody
School
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Irregular verbs (ex: tener, ir, estar, venir, saber, etc.)
Present tense stem-changing verbs-(e-ie, o-ue, e-i)
The preterite tense
Future tense with ir+a+infinitive
The present progressive tense
The imperfect tense
Reflexive verbs
The simple future tense
Direct object pronouns
Indirect object pronouns
Double object pronouns
Expressing “to have just done something” with
acabar de +infinitivo
To know a person vs. to know facts, etc. (saber vs.
conocer)
Stem changing verbs in the preterite
Irregular preterites (estar, tener, poder, saber, poner)
Imperfect tense
Three irregulars of the imperfect tense (ser, ir, ver)
The preterite versus the imperfect
Preterite and imperfect to recount or tell a story
Students will:
 Practice
pronunciation of
letters and sound
combinations
 Practice intonation
and accentuation
 Develop a
pronunciation
pattern
Hear and use correct
stress and intonation
patterns in speech
 Describe a house,
rooms, and contents
 Describe where things
are located in a house
using prepositions
 Place an order in a
restaurant
 Ask for and give
opinions and advice
 Ask for and give
directions
 Make purchases
 Talk about routine daily
activities using reflexive
verbs
 Talk about health
 Make a phone call
 Relate a series of events
 Reminisce