GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Spanish 8
Subject: Spanish
Grade Level: 8
Department / School: World Language/High School
Duration: 1
year
Number of Credits: 5
Prerequisite: none
Elective or Required:
Elective
Author: Caitlin Price
Date Submitted: Summer 2005
Course Description
Spanish IB: 8th grade
The Middle School World Language Program is continually
refined to provide interdisciplinary units and special projects designed to
maximize student potential. Spanish IB,
eighth grade, includes a continued introduction to Latin culture and the
Spanish language at a basic level. The
language laboratory and audio programs are an integral part of the
curriculum. Real world media, such as
music, newspapers, magazines and videos are used in the target language for
motivation and oral and listening proficiency.
The students will be able to read, write, listen and speak at a
communicative level in the present and past tenses. They will have an appreciation and awareness
of the cultures in the Spanish speaking world through their research,
discussions and readings in the class.
GLEN RIDGE PUBLIC SCHOOLS
WORLD LANGUAGE
In a changing world of technology and multiculturalism, the world is getting smaller and the importance of multilingual abilities is becoming increasingly important. We in the World Language Department believe every individual in our school is capable of learning a foreign language to the best of their ability. Our emphasis is on communication and culture. Students will use correct syntax, grammar, and pronunciation. Included in our repertoire of activities is a study of both Francophone and Hispanic cultures. This also includes non-verbal clues common to these cultures. Students will be exposed to all forms of literature in the native language in their chosen second language, in the original from, depending on the level of study.
Students will also be exposed to the language not only through the use of the textbook but also through the use of multimedia, listening, speaking, reading, and writing activities. Native speakers will be invited and engaged whenever possible. Students will be expected to take an active role in the learning of the language since true communication is an active process. Students will be assessed in all four skills: listening, speaking, reading and writing. Authentic assessment in real life and survival situations will be a part of all teachers’ classrooms. Available technology will be employed, working on collaborative activities within the framework of the topic.
World Language
STANDARD 7.1 (COMMUNICATION)
STANDARD 7.2 (CULTURE)
Curriculum Description
PRELIMINARY
THEMATIC
Objectives:
Students will be able to:
1. Talk
about activities they like to do. (7.1
8,11,12 7.2, 5)
2. Talk
about classes they have. (7.1
8,11,12 7.2, 5)
3. Ask
and tell who is doing an action. (7.1
8,11 7.2, 5)
4. Describe
self and others. (7.1 8,11 7.2, 5,6)
5. Talk
about foods and beverages for breakfast, lunch, and dinner. (7.1 8,11
7.2, 5,8)
6. Discuss
food, health, and exercise. (7.1
8,11 7.2, 5)
7. Talk
about locations in the community. (7.1
8,11 7.2, 5)
8. Talk
about leisure activities. (7.1
8,11 7.2, 5,8)
9. Use
the verb to go in terms of destination and future plans. (7.1 8
7.2, 5)
10. Ask
questions. (7.1 8,11 7.2, 5)
11. Use
negatives. (7.1 8,11 7.2, 5)
12. Apply
adjective agreement rules. (7.1 8 7.2, 5)
13. Use
prepositions of location. (7.1 8,9 7.2, 5)
Approximate duration of time: 2 weeks
Activities:
Students will:
-
Interview a tennis player to learn what s/he is
like, what s/he likes and does not like to do, and what s/he does to stay
healthy.
-
Describe a classmate and where that classmate is
located in relation to the rest of the room.
-
Role-play a dialogue in which they tell a friend
where they are going and what they are doing for the weekend.
-
Write a pen pal letter about their class
schedule and favorite class, and ask how their pen pal spends his/her free
time.
-
Read an email message to understand why an
invitation was declined, and answer questions orally.
-
Identify objects from pictorial overhead
transparencies.
-
Use the language lab to complete comprehension
activities about school schedules.
-
Organize a presentation about activities they
did that summer.
THEMATIC
Objectives:
Students will be able to:
1. Communicate
about families and parties. (7.1
8-14 7.2 5,8)
2. Ask
and tell what people have. (7.1
8-12 7.2 5)
3. Ask
and tell people’s ages. (7.1 8,11 7.2 5)
4. Tell
to whom something belongs using possessive adjectives. (7.1 8,11
7.2 5)
5. Describe
people. (7.1 8-12 7.2 5,6)
6. Describe
foods. (7.1 8-12 7.2 5)
7. Order
a meal in a restaurant. (7.1 8-14 7.2 5,8)
8. Use
the verb venir. (7.1 8 7.2 5)
9. Know
the uses of ser and estar. (7.1 8 7.2 5)
10. Read about
11. Use
superlatives ending in ísimo. (7.1
8 7.2 5)
Approximate duration of time: 6 weeks
Activities
Students will:
-
Make a family tree with pictures and
descriptions.
-
Play a game using physical descriptions of
classmates.
-
Discuss a Carmen Lomas Garza painting from an
overhead transparency by describing the people and what they are doing.
-
Create a banner of papel picado, a common party
decoration in
-
Use the Audio CD to fill in missing elements of
a student’s family tree.
-
Watch and discuss a video of a traditional party
in a Spanish-speaking country.
-
Research and create a poster on a celebration or
festival in a Spanish-speaking country.
-
Read about and discuss the royal family of
-
Play a cube (dice) game with subject pronouns and
forms of the new verbs.
-
Watch a detective story based on the new
vocabulary and answer questions.
-
Role-play a restaurant scene with a waiter and a
family ordering dinner.
-
Make a family’s weekly shopping list.
-
Use the language lab to practice ordering items
in a restaurant.
-
Play a memory game where a waiter must remember
compounding lists ordered from patrons in his restaurant.
-
Create a radio ad for a restaurant specializing
in food from a Spanish-speaking country of their choice.
-
Bring in photographs (of family or from
magazines) and describe each person using a variety of the verbs ser and estar.
-
Write a letter to invite a relative to visit
them, suggesting activities, places to visit, and good restaurants.
-
Read about and discuss mealtimes in various Spanish-speaking
countries, and compare those customs to the
THEMATIC
Objectives:
Students will be able to:
1. Name
items found in a bedroom. (7.1 8,11
7.2 5)
2. Talk
about electronic equipment. (7.1 8,11
7.2 5)
3. Use
colors to describe things. (7.1 8,11
7.2 5)
4. Use
comparatives and superlatives. (7.1 8,11
7.2 5)
5. Use
the verbs poder and dormir. (7.1 8,11
7.2 5)
6. Discuss
Spanish-style architecture. (7.1 8,11
7.2 5,8)
7. Identify
flags of the Spanish-speaking world. (7.1 8
7.2 5,8)
8. Talk
about rooms in a house. (7.1 8-12
7.2 5)
9. Talk
about chores around the house. (7.1 8-12
7.2 5)
10. Use
familiar commands. (7.1 8,11
7.2 5)
11. Use the
present progressive tense. (7.1 8
7.2 5)
12. Describe
houses in the Spanish-speaking world. (7.1 8-12
7.2 5,8)
Approximate duration of time: 8
weeks
Activities
Students will:
-
Present a poster of their dream house.
-
Make paper flowers, a traditional home
decoration in
-
Play a board game that they created about
placing furniture in a house.
-
Use the language lab to practice new vocabulary.
-
Watch and answer questions about a video that
uses the new vocabulary and grammar in context.
-
Draw each other’s bedroom as one describes it to
the other, sitting back to back.
-
Research and present the history of flags of
Spanish-speaking countries.
-
Create and ask the class to complete a survey
about items found in students’ bedrooms.
-
Complete a personality / color analysis chart.
-
Create a video from the perspective of a real
estate agent trying to sell a house.
-
Write an agenda about the chores their parents
would like them to do on the weekends, comparing it with what they actually do.
-
Create a survey for students about what chores
each member of the family completes.
-
Play Charades
having students only guess verbs in the present progressive tense.
-
Read and answer questions about a teenager’s
chores in a Spanish-speaking country, and another about what her house is like.
THEMATIC
Objectives:
Students will be able to:
1. Talk
about shopping for clothes. (7.1 8,11
7.2 5)
2. Discuss
how clothes fit and how much they cost. (7.1 8,11
7.2 5)
3. Ask
and tell what people plan to do. (7.1 8-12
7.2 5)
4. Ask
and tell what people want and prefer. (7.1
8-12 7.2 5)
5. Use
the verb to think. (7.1 8
7.2 5)
6. Know
the numbers from 200 to 1000. (7.1 8
7.2 5)
7. Use
demonstrative adjectives. (7.1 8,11
7.2 5)
8. Explain
the process of creating a mola. (7.1 8
7.2 5,7,8)
9. Talk
about stores. (7.1 8,11
7.2 5,8)
10. Ask and
tell about shopping. (7.1 8-12
7.2 5)
11. Talk about
the past. (7.1 8,11
7.2 5)
12. Use the
preterite of –ar verbs. (7.1 8
7.2 5)
13. Use the
preterite of –ar verbs with spelling changes.
(7.1 8 7.2 5)
14. Know the
suffix –ería. (7.1 8
7.2 5,8)
15. Use direct
object pronouns. (7.1 8,11
7.2 5)
Approximate duration of time: 8 weeks
Activities
Students will:
-
Create two pages from a mail-order catalog of
traditional clothing from a Spanish-speaking country, with descriptions and
believable prices.
-
Play Concentration,
using pictures of clothing items and their Spanish counterparts.
-
Read about and answer questions on traditional
clothing of
-
Watch a video about teenagers going clothes shopping
and answer questions.
-
Use the language lab for listening comprehension
and writing accurately using shopping vocabulary.
-
Read about a department store in a
Spanish-speaking country and answer questions regarding finding specific
clothing items.
-
Compose and role-play a dialogue between a store
clerk and a shopper looking for a specific article of clothing.
-
Play Bingo
using multiples of 20.
-
Create a paper mola.
-
Write an account of a trip to the mall and
trying to buy a gift for a friend.
-
Create a short radio or TV ad for a jewelry
store.
-
Use the Audio CD to complete exercises
differentiating the past and present tenses.
-
Create a story in the past tense using a picture
sequence.
-
Create a survey for students and their families
about why they go to the mall.
THEMATIC
Objectives:
Students will be able to:
1. Talk
about vacations and trips. (7.1 8-12
7.2 5)
2. Talk
about places to visit and how to get there.
(7.1 8-12 7.2 5)
3. Use
the preterite tense of –er and –ir verbs.
(7.1 8,11 7.2 5)
4. Use
the preterite of the verb to go. (7.1 8,11
7.2 5)
5. Use
the personal a. (7.1 8,11
7.2 5)
6. Discuss
El Yunque National Park. (7.1 8
7.2 5-8)
7. Sing
the song “Cielito Lindo”. (7.1 8,9
7.2 5,7,8)
8. Discuss
9. Make
“los ojos de Dios” craft. (7.1 8,
7.2 5,8)
10. Talk about
helping a community. (7.1 8
7.2 5)
11. Ask and
tell about recycling. (7.1 8,11
7.2 5)
12. Ask and
tell about volunteering. (7.1 8,15
7.2 5)
13. Use the
present tense of decir and the preterite of hacer and dar. (7.1 8
7.2 5)
14. Use
indirect object pronouns. (7.1 8
7.2 5)
15. Discuss
cultural perspectives on volunteer work.
(7.1 8,11 7.2 5-8)
Approximate duration of time: 6 weeks
Activities
Students will:
-
Create a vocabulary list inferring the words
that they think should be on the list for this thematic unit.
-
Create a story in groups using randomly selected
vocabulary from which individual sentences are written to create a coherent
story.
-
Create a poster announcing a community service
project.
-
Research community service organizations where
Spanish knowledge is helpful.
-
Read about and discuss the recycling process, as
well as their recycling habits.
-
Create a scrapbook of their last vacation.
-
Use the language lab for listening comprehension
of contextualized vocabulary.
-
Watch and discuss a video about students on
vacation.
-
Read a personal account about an excursion in
-
Create the craft “los ojos de Dios” and learn of
its history and significance.
-
Promote recycling by making a bulletin for
Spanish classes about materials that can be recycled.
-
Watch and discuss a video with new vocabulary
and grammar in authentic visual context.
-
Brainstorm in groups about how they could help in
their own community and in others.
-
Read about Habitat for Humanity and discuss
their efforts, and those of other groups.
-
Write a letter to the editor about a problem in
their community, including possible solutions to the problem.
THEMATIC
Objectives:
Students will be able to:
1. Talk
about different kinds of movies and television programs. (7.1
8-14 7.2 5)
2. Express
opinions and preferences. (7.1 8-14
7.2 5)
3. Use
the expression “acabar de”. (7.1 8,11
7.2 5)
4. Tell
their opinions on media entertainment. (7.1 8-12
7.2 5)
5. Talk
about traditional and modern forms of communication. (7.1
8,11 7.2 5)
6. Talk
about how computers are used. (7.1 8, 11
7.2 5,8)
7. Express
opinions about computers. (7.1 8,11
7.2 5)
8. Use
stem-changing verbs. (7.1 8
7.2 5)
9. Use
saber and conocer in context. (7.1 8
7.2 5)
10. Form
adverbs with the suffix –mente. (7.1 8
7.2 5)
11. Discuss the
cultural importance of murals. (7.1 8,11
7.2 5-8)
Approximate duration of time: 8 weeks
Activities
Students will:
-
Create and complete a survey about how many
hours people watch television, and what they watch.
-
Write a critique about a new movie.
-
Read about and discuss TV-watching habits of
teens here and abroad.
-
Write a persuasive essay about what they should
be allowed to use computers for in school.
-
Create a time capsule showing someone from the
future what life is like today, including short descriptions of popular movies,
television shows, music cds, computer programs and games, and how people spend
their time.
-
Create a mural relevant to the community and its
social issues.
-
Play Taboo
using the new vocabulary.
-
Match American movie titles to their Spanish
counterparts.
-
Write and role-play a dialogue about students
talking about their favorite movies.
-
Look up the top 5 movies and music sales in
Spanish-speaking countries for the week.
-
Research and discuss the effects of children
watching too much television, and discuss what too much is to them.
-
Create a story in the past tense based on a
picture sequence.
-
Watch and discuss the vocabulary on a video
based on technology usage.
-
Create and present a timeline of technological
advances.
Texts, Resources,
and/or Literature
1. Realidades 1*. Boyles, met, Sayers, Wargin. Pearson Prentice Hall.
Isbn: 0-13-101687-3. Copyright 2004.
*and all related materials.