GTPS Curriculum – Spanish
Suggested
Blocks of
Instructio
n
Grade 8
Objectives/CPI’s/Standards
1.
9
2.
3.
4.
5.
Identify and pronounce letters of the
alphabet, including letter
combinations
Identify, define, and pronounce
greetings and leave taking
expressions
Express where I come from
Identify Spanish speaking countries
of the world
Recognize simple cognates
Big Idea: Etapa Preliminar
Topic ¡Hola, bienvenidos!
Essential Questions/Enduring
Understandings
Essential Questions
1.
Why is knowing some common
greetings and expressions important
when meeting new people?
2. How do I start, carry on, and end a
conversation effectively?
Enduring Understandings
In order to be understood by others I
must be able to pronounce, choose my
words correctly, and respond
appropriately in the target language.
NJ CCCS:
Communication
7.1 NM.A.2-5
7.1 NM.B. 2-4
7.1 NM.C.3
Learning activities/Materials/Assessment
Learning Activities:
1. Direct Instruction
2. Oral questioning
3. Interactive practice through short conversations
4. Teacher created Podcasts for pronunciation practice
and reinforcement of meaning
5. Teacher created power points for reinforcement of
information
6. Chants/songs
7. TPR, Teacher created activities based on students’
level of understanding and development of the
lesson, as needed
Materials:
1. En Español textbook
2. Más Práctica (cuaderno) TE
3. Actividades para Todos TE
4. Information Gap activities
5. Audio Program CD 1
6. Power points
7. Podcasts
8. Teacher created information sheets, worksheets,
quizzes, tests
Web Site Resources:
1. Eboard on GTMS website
2. Classzone.com
Assessments:
Formative
1. Teacher observation
2. Student sheets, i.e. homework, classwork
3. Oral and written quizzes
4. Unit test
Summative
1. End of module performance assessment
2. Portfolio assessment
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 1: Estados Unidos—Mi Mundo
Topic: Etapa 1: ¡Bienvenidos a Miami!
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
1.
Essential Questions
Learning Activities:
1. Direct Instruction
2. Oral questioning
3. Interactive practice through short
conversations
4. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
5. Teacher created power points for
reinforcement of information
6. TPR
7. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
1. En Español textbook
2. Más Práctica (cuaderno) TE
3. Actividades para Todos TE
4. Information Gap activities
5. Audio Program CD
6. Power points, Podcasts
7. Teacher created information sheets,
worksheets, quizzes, tests
8. Canciones del mundo hispano Audio CD
Web Site Resources:
1. Eboard on GTMS website
2. Classzone.com
Assessments:
Formative
1. Teacher observation
2. Student sheets, i.e. homework, classwork
3. Oral and written quizzes
4. U1E1 test
Summative
1. End of module performance assessment
2. Portfolio assessment
Express likes/dislikes using verb
“gustar”
2. Ask and say where others come
from
3. Demonstrate oral and written
directions, commands, and
requests through appropriate
physical response
NJCCCS
Communication
7.1NM. A. 1-6
7.1NM. B. 1-5
7.1NM. C. 1-4
Culture
7.2NM. A. 1-4
7.2NM. B. 1, 2
7.2NM. C. 1-3
1.
How does the expression of “liking” differ
from the target language and our own?
2. How do I make myself understood using
oral and written language?
Enduring Understandings
The way I choose to organize and present my
ideas helps my audience better understand
what I am trying to say.
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 1: Estados Unidos—Mi Mundo
Topic: Etapa 2: San Antonio—Mis buenos amigos
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
1.
Essential Questions
Identify and describe articles of
clothing
2. Recognize gender
3. Describe “’la música tejana”
1.
What role does gender play in
language?
2. How does the added vocabulary allow me
to expand my language?
3. How does music differ from culture to
culture?
Enduring Understandings
NJCCS
Communication
7.1NM.A1-6
7.1NM.B1-5
7.1NM. C1-4
Culture
7.2NM.A1-4
7.2NM.B1, 2
7.2 NM.C1-5
Learning grammatical structures will allow
me to
describe a third person or persons with
regard to
physical traits, origin, and clothing.
Learning activities/Materials/Assessment
Learning Activities:
8. Direct Instruction
9. Oral questioning
10. Interactive practice through short
conversations
11. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
12. Teacher created power points for
reinforcement of information
13. TPR
14. Teacher initiated activities based on students’
level of understanding and development of the
lesson, as needed
Materials:
1. En Español textbook
2. Más Práctica (cuaderno) TE
3. Actividades para Todos TE
4. Information Gap activities
5. Audio Program CD 2, Power points,Podcasts
6. Teacher created information sheets,
worksheets, quizzes, tests
7. Canciones del mundo hispano Audio CD
Web Site Resources:
1. Eboard on GTMS website
2. Classzone.com
Assessments:
Formative
1. Teacher observation
2. Student sheets, i.e. homework, classwork
3. Oral and written quizzes
4. U1E2 test
Summative
1. End of module performance assessment
2. Portfolio assessment
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 1: Estados Unidos—Mi Mundo
Topic: Etapa 3: Los Ángeles—Te presento a mi familia
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
1) Describe people, places, and
things
2) Recognize and interpret cognates
3) Compare and contrast “rite of
passage” in Hispanic culture and
our own
Essential Questions
1. How is possession expressed?
2. What role does the correct placement of
adjectives play in language fluency?
3. How do cognates help in comprehension
in written language?
4. How does the concept of “rite of passage”
differ from ours and the target culture?
Learning Activities:
15. Direct Instruction
16. Oral questioning
17. Interactive practice through short
conversations
18. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
19. Teacher created power points for
reinforcement of information
20. TPR
21. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
9. En Español textbook
10. Más Práctica (cuaderno) TE
11. Actividades para Todos TE
12. Information Gap activities
13. Audio Program CD 3
14. Power points
15. Podcasts
16. Teacher created information sheets,
worksheets, quizzes, tests
17. Canciones del mundo hispano Audio CD
Web Site Resources:
1. Eboard on GTMS website
2. Classzone.com
Assessments:
Formative
5. Teacher observation
6. Student sheets, i.e. homework, classwork
7. Oral and written quizzes
8. U1E3 test
NJCCS:
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C.1-3
Culture
7.2NM.A.1-4
7.2NM.B1,2
7.2NM.C.1-3
Enduring Understandings
Understanding words in my own language
allows me to better grasp a new language.
Summative
3. End of module performance assessment
4. Portfolio assessment
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 2: Ciudad de México—Una semana típica
Topic: Etapa 1: Un día de clases
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
1. Express frequency
2. Discuss obligation
3. Discuss Mexican and U.S.
aspects of school
4. Describe classroom and its
objects
5. Express verbs in conjugated
forms
Essential Questions
1. How does the concept of verb conjugations
differ from English and the target language?
2. How does the daily schedule of Hispanic
children differ from that of children in our
culture?
Learning Activities:
22. Direct Instruction
23. Oral questioning
24. Interactive practice through short
conversations
25. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
26. Teacher created power points for
reinforcement of information
27. TPR
28. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
18. En Español textbook
19. Más Práctica (cuaderno) TE
20. Actividades para Todos TE
21. Information Gap activities
22. Integrated Audio Program CD 4
23. Power points
24. Podcasts
25. Teacher created information sheets,
worksheets
26. Canciones del mundo hispano Audio CD
Web Site Resources:
3. Eboard on GTMS website
4. Classzone.com
Assessments:
Formative
9. Teacher observation
10. Student sheets, i.e. homework, classwork
11. Oral and written quizzes
12. U2E1 test
Summative
5. End of module performance assessment
6. Portfolio Assessment
Enduring Understandings
Learning about the workings of other cultures will
help me expand my cultural horizons.
NJCCCS
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C1-4
Culture
7.2NM.A.1-4
7.2NM.B1,2
7.2NM.C.1-3
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 2: Ciudad de México—Una semana típica
Topic: Etapa 2: ¡Un horario difícil!
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
1.
Essential Questions
1. Why do people from different cultures
sometimes say, write, and do things
differently from the way they are done in
our culture?
2. How does the correct usage of
interrogative words allow one to be
understood in the target language?
Learning Activities:
29. Direct Instruction
30. Oral questioning
31. Interactive practice through short
conversations
32. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
33. Teacher created power points for
reinforcement of information
34. TPR
35. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
27. En Español textbook
28. Más Práctica (cuaderno) TE
29. Actividades para Todos TE
30. Information Gap activities
31. Audio Program CD 5
32. Power points
33. Podcasts
34. Teacher created information sheets,
worksheets, quizzes, tests
35. Canciones del mundo hispano Audio CD
Web Site Resources:
5. Eboard on GTMS website
6. Classzone.com
Assessments:
Formative
13. Teacher observation
14. Student sheets, i.e. homework, classwork
15. Oral and written quizzes
16. U2E2 test
Summative
7. End of module performance assessment
8. Portfolio assessment
2.
3.
4.
5.
Express location of a person or
object using verb “estar”
Express destination using verb
“ir”
Ask and express time
Acquire information using
information questions
Discuss a merienda mexicana
Enduring Understandings
NJCCCS
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C.1-4
Culture
7.2NM.A.1-4
7.2NM.B.1,2
7.2NM.C.1-3
Understanding the way words are spoken in
the target language will help me understand
the main idea without getting lost in the
details.
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 2: Ciudad de México—Una semana típica
Topic: Etapa 3: Mis actividades
Objectives/CPI’s/Standards
Essential Question/Enduring
Understandings
Learning activities/Materials/Assessment
1.
Essential Questions
1. How do historical sites in the target
culture differ from those in the U.S.?
2. How does understanding verb patterns
help me communicate effectively in the
target language?
Learning Activities:
36. Direct Instruction
37. Oral questioning
38. Interactive practice through short
conversations
39. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
40. Teacher created power points for
reinforcement of information
41. TPR
42. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
36. En Español textbook
37. Más Práctica (cuaderno) TE
38. Actividades para Todos TE
39. Information Gap activities
40. Audio Program CD 6
41. Power points
42. Podcasts
43. Teacher created information sheets,
worksheets, quizzes, tests
44. Canciones del mundo hispano Audio CD
Web Site Resources:
7. Eboard on GTMS website
8. Classzone.com
Assessments:
Formative
17. Teacher observation
18. Student sheets, i.e. homework, classwork
19. Oral and written quizzes
20. U2E3 test
Summative
9. End of module performance assessment
10. Portfolio assessment
2.
3.
4.
5.
Express actions that will take
place in the near future using the
construction ir+a+infinitive
Conjugate regular -er/-ir verbs in
the present tense
Conjugate irregular verbs
“hacer”, “ver’, “conocer”, “saber”,
“oír” in present tense
Discuss places in Mexico City
such as Parque Chapultepec and
the Zócalo
Discuss events in sequential
order
NJCCCS
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C.1-4
Culture
7.2NM.A1-4
7.2NM.B.1,2
7.2NM.C.1-3
Enduring Understandings
Learning about the workings of other cultures
will help me expand my cultural horizons.
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 3: San Juan, Puerto Rico—El fin de semana
Topic: Etapa 1: ¡Me gusta el tiempo libre!
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
1.
2.
3.
4.
5.
Essential Questions
1. How does language change in different
situations and/or geographic locations?
2. How does body language support what is
being said and sometimes better express
meaning?
Learning Activities:
43. Direct Instruction
44. Oral questioning
45. Interactive practice through short
conversations
46. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
47. Teacher created power points for
reinforcement of information
48. TPR
49. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
45. En Español textbook
46. Más Práctica (cuaderno) TE
47. Actividades para Todos TE
48. Information Gap activities
49. Audio Program CD 7
50. Power points
51. Podcasts
52. Teacher created information sheets,
worksheets, quizzes, tests
53. Canciones del mundo hispano Audio CD
Web Site Resources:
9. Eboard on GTMS website
10. Classzone.com
Assessments:
Formative
21. Teacher observation
22. Student sheets, i.e. homework, classwork
23. Oral and written quizzes
24. U3E1 test
Summative
11. End of module performance assessment
12. Portfolio assessment
Extend invitations
Communicate on the telephone
Express feelings
Express what recently happened
Demonstrate understanding of
how young people in Puerto Rico
spend their free time
6. Compare regional vocabulary
and gestures
NJCCCS:
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C.1-4
Culture
7.2NM.A.1-4
7.2NM.B.1,2
7.2NM.C.1-3
Enduring Understandings
When learning a language, it is important to
not only listen to the spoken word, but also
observe body language.
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
9
Grade 8
Big Idea: Unidad 3: San Juan, Puerto Rico—El fin de semana
Topic:Etapa 2: ¡Deportes para todos!
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
1. Express preferences
2. Rearrange ideas to compare and
contrast
3. Identify specific uses of verbs
“saber” and “conocer” in
conversation
Essential Questions
1. What are the similarities and differences
between popular Hispanic sports and those of
our culture?
2. How does my comprehension of grammatical
structures affect my ability to speak, write, and
be understood in the target language?
Learning Activities:
50. Direct Instruction
51. Oral questioning
52. Interactive practice through short
conversations
53. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
54. Teacher created power points for
reinforcement of information
55. TPR
56. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
54. En Español textbook
55. Más Práctica (cuaderno) TE
56. Actividades para Todos TE
57. Information Gap activities
58. Audio Program CD 8
59. Power points
60. Podcasts
61. Teacher created information sheets,
worksheets, quizzes, tests
62. Canciones del mundo hispano Audio CD
Web Site Resources:
11. Eboard on GTMS website
12. Classzone.com
Assessments:
Formative
25. Teacher observation
26. Student sheets, i.e. homework, classwork
27. Oral and written quizzes
28. U3E2 test
Summative
13. End of module performance assessment
14. Portfolio assessment
C NJCCCS:
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C.1-4
Culture
7.2NM.A.1-4
7.2NM.B.1,2
1.
7.2NM.C.1-3
Enduring Understandings
Language changes in different situations.
Suggested
Blocks of
Instruction
GTPS Curriculum – Spanish
Grade 8
Objectives/CPI’s/Standards
1.
9
Express actions that are taking place
at the present time
2. Create questions and statements
using direct and indirect object
pronouns
3. Identify the verb “tener” used in
expressions, to replace verb “to be”
4. Discuss how people in other cultures
use language to convey different
meanings
NJCCCS:
Communication
7.1NM.A.1-6
7.1NM.B.1-5
7.1NM.C.1-4
Culture
7.2NM.A.1-4
7.2NM.B.1,2
1.
7.2NM.C.1-3
Big Idea: Unidad 3: San Juan, Puerto Rico—El fin de semana
Topic: Etapa 3: El tiempo en El Yunque
Essential Questions/Enduring
Learning activities/Materials/Assessment
Understandings
Essential Questions
1. How do I use my knowledge of language and
culture to enrich my life and broaden my
opportunities?
2. Why can’t I always translate words literally
and get the same meaning?
Enduring Understandings
Different linguistic structures communicate
different meanings.
Learning Activities:
57. Direct Instruction
58. Oral questioning
59. Interactive practice through short
conversations
60. Teacher created Podcasts for pronunciation
practice and reinforcement of meaning
61. Teacher created power points for
reinforcement of information
62. TPR
63. Teacher created activities based on students’
level of understanding and development of
the lesson, as needed
Materials:
63. En Español textbook
64. Más Práctica (cuaderno) TE
65. Actividades para Todos TE
66. Information Gap activities
67. Audio Program CD 9
68. Power points
69. Podcasts
70. Teacher created information sheets,
worksheets, quizzes, tests
71. Canciones del mundo hispano Audio CD
Web Site Resources:
13. Eboard on GTMS website
14. Classzone.com
Assessments:
Formative
29. Teacher observation
30. Student sheets, i.e. homework, classwork
31. Oral and written quizzes
32. U3E3 test
Summative
15. End of module performance assessment
16. Portfolio assessment