Forsyth County Schools
Forsyth County Schools
Foreign Language
Middle School
Continuation
Curriculum
[pic]
Revised June 2005
by
April Davila, Cathie Swanson
and Jamie Prentice
| |
|Very Important Preliminary Information |
Continuation vs. Newcomer Curricula
The Newcomer Curriculum was designed for students beginning foreign language study in middle school. The first year of study is A, the second B and the third C. The Continuation Curriculum was designed for students moving up from the elementary program. This is labeled as 6th, 7th and 8th grade curriculum and is grade-level specific. Just as these students would move into 6th grade Math or Language Arts, they would also move into 6th grade Foreign Language.
Target Language Use
In order to practice the most effective foreign language instruction, it is expected that the teacher will use the target language 90-100% of class time. In addition to regular instruction, classroom management is to be conducted in the target language as well. It is understood that emergencies and/or major discipline issues may require the use of English.
Content Integration
The middle school curriculum is divided into thematic units. These units may be combined to create large instructional chunks or they may be presented as individual units of instruction. Because of the great flexibility in the presentation of the units, this curriculum lends itself to the integration of various subject areas into the foreign language instructional arena. Any opportunity to revisit material from another content area reinforces both that area and the foreign language.
Recycling of Vocabulary & Structures
To better ensure that students come to “own” the language and structures of each unit, all vocabulary and structures are subject to be recycled. Each unit in the middle school curriculum lists only vocabulary and structures new to students. In the planning of activities for each new unit, teachers should intentionally create situations which incorporate, as well as encourage, student use of appropriate vocabulary and structures from previous units.
Language Structure/Grammar
Contrary to the study of foreign languages in the past, today’s middle school curriculum approaches the study of language structure on a “need to know” basis. Rather than following a grammatical syllabus in which the study of structure takes a front seat over language use, this curriculum identifies language functions over which students should gain control and then determines the grammatical elements that are needed to handle those linguistic functions. Thus, middle school foreign language teachers should view grammar in a support capacity to real language use.
Skill Balance/Mode Integration
Teachers should be conscious of the need to give attention to all of three modes of communication—interpersonal, interpretive, presentational—in planning for instruction. Activities should allow students to communicate in situations reflective of all three modes of communication. While students are extremely motivated to “speak” the language, they should also be provided opportunities to hear the language, as well as to read and write it.
Assessment
The Forsyth County middle school foreign language assessment program is guided by the philosophy that assessment and instruction should be mirror images of each other both in content and form. This means that students should be assessed on what they have been learning and in the ways they have been learning it. Inasmuch as the foreign language classroom is an activity-rich learning environment, each teacher’s assessment program should reflect this same amount of variety. Students, then, should be assessed in a multitude of ways that allow them to demonstrate the full range of what they know and are able to do in and with the foreign language.
National Standards in Foreign Language Education
1. Communication: Communicating in Languages Other Than English
1. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
2. Students understand and interpret written and spoken language on a variety of topics.
3. Students present information, concepts, and ideas to an audience of listeners on a variety of topics.
2. Cultures: Gain Knowledge and Understanding of Other Cultures
1. Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
2. Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
3. Connections: Connect with Other Disciplines and Acquire Information
1. Students reinforce and further their knowledge of other disciplines through the foreign language.
2. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4. Comparisons: Develop Insight into the Nature of Language and
Culture
1. Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
2. Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5. Communities: Participate in Multilingual Communities at Home and Around the World
1. Students use the language both within and beyond the school setting.
2. Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Taken from Standards for Foreign Language Learning: Preparing for the 21st Century
Student Profile: End of 8th Grade 525 contact hours
By the end of 8th Grade, most students will exhibit Intermediate-Low ability in listening and reading and Novice-High ability in speaking and writing.
ACTFL Listening Guidelines (Intermediate-Low)
Students can understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.
ACTFL Speaking Guidelines (Novice-High)
They are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.
These speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. First language may strongly influence pronunciation, as well as vocabulary and syntax when attempting to personalize their utterances. Frequent misunderstandings may arise but, with repetition or rephrasing, these speakers can generally be understand by sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics and perform functions pertaining to the Intermediate level, the speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.
ACTFL Reading Guidelines (Intermediate-Low)
Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. The texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur.
ACTFL Writing Guidelines (Novice-High)
These writers are able to meet limited basic practical writing needs using lists, short messages, postcards and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.
|Skill Acquisition Across the Benchmark Years |
|Listening |
|5th Grade |8th Grade |10th Grade |12th Grade |
|(Novice-High) |(Intermediate-Low) |(Intermediate-Mid) |(Intermediate-High) |
|Students are able to understand short, learned |Students can understand sentence-length |Students understand sentence-length discourse |Students are able to sustain understanding over |
|utterances and some sentence-length utterances, |utterances which consist of recombinations of |which consists of recombinations of learned |longer stretches of connected discourse on a |
|particularly where context strongly supports |learned elements in a limited number of content |utterances on a variety of topics. Content |number of topics pertaining to different times |
|understanding and speech is clearly audible. |areas (basic personal background and needs, |continues to refer primarily to basic personal |and places; however, understanding is |
|They can comprehend words and phrases from |social conventions and routine tasks, such as |background and needs, social conventions and |inconsistent due to failure to grasp main ideas |
|simple questions, statements, high-frequency |getting meals and receiving simple instructions |somewhat more complex tasks, such as lodging, |and/or details. Thus, while topics do not |
|commands and courtesy formulae. At this level, |and directions), particularly if strongly |transportation, and shopping. Additional |differ significantly from those of an Advanced |
|students may require repetition, rephrasing and/|supported by the situational context. Listening|content areas include some personal interests |level listener, comprehension is less in |
|or a slowed rate of speech for comprehension. |tasks pertain primarily to spontaneous |and activities, and a greater diversity of |quantity and poorer in quality. |
| |face-to-face conversations. Understanding is |instructions and directions. Listening tasks | |
| |often uneven; repetition and rewording may be |not only pertain to spontaneous face-to-face | |
| |necessary. Misunderstandings in both main ideas |conversations but also to short routine | |
| |and details arise frequently. |telephone conversations and some deliberate | |
| | |speech, such as simple announcements and reports| |
| | |over the media. Understanding continues to be | |
| | |uneven. | |
|Skill Acquisition Across the Benchmark Years |
|Speaking |
|5th Grade |8th Grade |10th Grade |12th Grade |
|(Novice-Mid) |(Novice-High) |(Intermediate-Low) |(Intermediate-Mid) |
|Speakers at the Novice-Mid level communicate |They are able to handle a variety of tasks |Speakers can successfully handle a limited |Speakers are able to handle successfully a |
|minimally and with difficulty by using a number |pertaining to the Intermediate level, but are |number of uncomplicated communicative tasks by |variety of uncomplicated communicative tasks in |
|of isolated words and memorized phrases limited |unable to sustain performance at that level. |creating with the language in straightforward |straightforward social situations. Conversation|
|by the particular context in which the language |They are able to manage successfully a number of|social situations. Conversation is restricted |is generally limited to those predictable and |
|has been learned. When responding to direct |uncomplicated communicative tasks in |to some of the concrete exchanges and |concrete exchanges necessary for survival in the|
|questions, they may utter only two or three |straightforward social situations. Conversation|predictable topics necessary for survival in the|target culture; these include personal |
|words at a time or an occasional stock |is restricted to a few of the predictable topics|target language culture. These topics relate to|information covering self, family, daily |
|vocabulary or attempt to recycle their own and |necessary for survival in the target language |basic personal information covering, for |activities, interests and personal preferences, |
|their interlocutor’s words. Because of |culture, such as basic personal information, |example, self and family, some daily activities |as well as physical and social needs, such as |
|hesitations, lack of vocabulary, inaccuracy, or |basic objects and a limited number of |and personal preferences, as well as to some |food, shopping, travel and lodging. These |
|failure to respond appropriately, Novice-Mid |activities, preferences and immediate needs. |immediate needs, such as ordering food and |speakers tend to function reactively, for |
|speakers may be understood with great difficulty|These speakers respond to simple, direct |making simple purchases. At this level, |example, by responding to direct questions or |
|even by sympathetic interlocutors accustomed to |questions or requests for information; they are |speakers are primarily reactive and struggle to |requests for information. However, the yare |
|dealing with non-natives. When called on to |able to ask only a very few formulaic questions |answer direct questions or requests for |capable of asking a variety of questions when |
|handle topics by performing functions associated|when asked to do so. |information, but tey are also able to ask a few |necessary to obtain simple information to |
|with the Intermediate level, they frequently | |appropriate questions. These speakers express |satisfy basic needs, such as directions prices |
|resort to repetition, words from their native | |personal meaning by combining and recombining |and services. When called on to perform |
|language, or silence. | |into short statements what they know and what |functions or handle topics at the Advanced |
| | |they hear from their interlocutors. Their |level, they provide some information but have |
| | |utterances are often filled with hesitancy and |difficulty linking ideas, manipulating time and |
| | |inaccuracies as they search for appropriate |aspect, and using communicative strategies, such|
| | |linguistic forms and vocabulary while attempting|as circumlocution. They are able to express |
| | |to give form to the message. Their speech is |personal meaning by creating with the language, |
| | |characterized by frequent pauses, ineffective |in part by combining and recombining known |
| | |reformulations and self-corrections. Their |elements and conversational input to make |
| | |pronunciation, vocabulary and syntax are |utterances of sentence length and some strings |
| | |strongly influenced by their first language, |of sentences. Their speech may contain pauses, |
| | |but, in spite of frequent misunderstandings that|reformulations and self-corrections as they |
| | |require repetition or rephrasing, they can |search for adequate vocabulary and appropriate |
| | |generally be understood by sympathetic |language forms to express themselves. Because |
| | |interlocutors, particularly those accustomed to |of inaccuracies in their vocabulary and/or |
| | |dealing with non-natives. |pronunciation and/or grammar and/or syntax, |
| | | |misunderstandings can occur, but they are |
| | | |generally understood by sympathetic |
| | | |interlocutors accustomed to dealing with |
| | | |non-natives. |
|Skill Acquisition Across the Benchmark Years |
|Reading |
|5th Grade |8th Grade |10th Grade |12th Grade |
|(Novice-High) |(Intermediate-Low) |(Intermediate-Mid) |(Intermediate-High) |
|Reader has sufficient control of the writing |Students understand main ideas and/or some facts|Students read with increased understanding |Students are able to read consistently simple |
|system to interpret written language areas of |from the simplest connected texts dealing with |simple connected texts dealing with basic |connected texts with full understanding when |
|practical need. Where vocabulary has been |basic personal and social needs. Such texts are|personal and social needs. Such texts are |these texts deal with basic personal and social |
|learned, they can read for instructional and |linguistically noncomplex and have a clear |linguistically noncomplex and have a clear |needs about which the reader has personal |
|directional purposes, standardized messages, |underlying internal structure, for example |underlying internal structure, for example |interest and/or knowledge. The student can |
|phrases, and expressions, such as some items on |chronological sequencing. The texts provide |chronological sequencing. Texts provide basic |extract some main ideas and information from |
|menus, schedules, timetables, maps and signs. |basic information about which the reader has to |information about which the reader has to make |texts at the next higher level featuring |
|At times, but not on a consistent basis, the |make only minimal suppositions or to which the |only minimal suppositions or to which the reader|description and narration. Structural |
|Novice-High reader may be able to derive meaning|reader brings personal interest and/or |brings personal interest and/or knowledge. |complexity may interfere with comprehension. |
|from material at a slightly higher level where |knowledge. Examples include messages with |Examples may include short, straightforward |The student has some difficulty with the |
|context and/or extra linguistic background |social purposes or information for the widest |descriptions of persons, places, and things |cohesive factors in discourse, such as matching |
|knowledge are supportive. |possible audience, such as public announcements |written for a wide audience. |pronouns with referents. While texts do not |
| |and short, straightforward instructions dealing | |differ significantly from those at the Advanced |
| |with public life. Some misunderstandings will | |level, comprehension is less consistent. The |
| |occur | |student may have to read material several times |
| | | |for understanding. |
|Skill Acquisition Across the Benchmark Years |
|Writing |
|5th Grade |8th Grade |10th Grade |12th Grade |
|(Novice-Mid) |(Novice-High) |(Intermediate-Low) |(Intermediate-Mid) |
|Writers at the Novice-Mid level are able to copy|These writers are able to meet limited basic |These writers can meet some limited practical |Writers are able to meet a number of practical |
|or transcribe familiar words or phrases, and |practical writing needs using lists, short |writing needs. They can create statements and |writing needs. They can write short, simple |
|reproduce from memory a modest number of |messages, postcards and simple notes, and to |formulate questions based on familiar material. |communications, compositions, descriptions, and |
|isolated words and phrases in context. They can|express themselves within the context in which |Most sentences are recombinations of learned |requests for information in loosely connected |
|supply limited information on simple forms and |the language was learned, relying mainly on |vocabulary and structures. These are short and |texts that are based on personal preferences, |
|documents, ad other basic biographical |practiced material. The writing is generally |simple conversational-style sentences with basic|daily routines, common events, and other topics |
|information, such as names, numbers, and |writer-centered and focused on common, discrete |subject-verb-object word order. They are written|related to personal experiences and immediate |
|nationality. Novice-Mid writers exhibit a high |elements of daily live. Writers are able to |mostly in present time with occasional and often|surroundings. Most writing is framed in present|
|degree of accuracy when writing on |recombine learned vocabulary and structures to |incorrect use of past or future time. Writing |time, with inconsistent references to other time|
|well-practiced, familiar topics using limited |create simple sentences on very familiar topics,|tends to be a few sentences often with |frames. The writing style closely resembles the|
|formulaic language. With less familiar topics, |but the language they produce may only partially|repetitive structure. Vocabulary is limited to |grammar and lexicon of oral discourse. Writers |
|there is a marked decrease in accuracy. Errors |communicate what is intended. Control of |common objects and routine activities, adequate |show evidence of control of syntax in |
|in spelling or in the representation of symbols |features of the Intermediate level is not |to express elementary needs. Writing is |non-complex sentences and in basic verb forms, |
|may be frequent. There is little evidence of |sustained due to inadequate vocabulary and/or |somewhat mechanistic and topics are limited to |and they may demonstrate some ability to use |
|functional writing skills. At this level, the |grammar. Writing is often comprehensible to |highly predictable content areas and personal |grammatical and stylistic cohesive elements. |
|writing may be difficult to understand even by |natives used to the writing of non-natives, but |information tied to limited language experience.|Writing is best defined as a collection of |
|those accustomed to reading the texts of |gaps in comprehension may occur. |There may be basic errors in grammar, word |discrete sentences and/or questions loosely |
|non-natives. | |choice, punctuation, spelling, and in the |strung together; there is little evidence of |
| | |information and use of non-alphabetic symbols. |deliberate organization. Writers pay only |
| | |When these writers attempt to perform writing |sporadic attention to the reader of their texts;|
| | |tasks at the Advanced level, their writing will |they focus their energies on the production of |
| | |deteriorate significantly and their message may |the writing rather than on the reception of the |
| | |be left incomplete. Their writing is understood|text. When writers attempt Advanced-level |
| | |by natives used to the writing of non-natives, |writings tasks, the quality and/or quantity of |
| | |although additional effort may be required |their writing declines and their message may be |
| | | |unclear. Writers can be understood readily by |
| | | |natives used to the writing of non-natives |
Foreign Language Continuation Curriculum Structural Objectives Summary
|6th Grade |7th Grade |8th Grade |
|Welcome to Middle School |Back to School Shopping |The Technology in my Life |
|Begin to use the present tense using |Manipulate the present tense using the |Manipulate the present tense using the |
|vocabulary from the unit. |vocabulary from unit. |vocabulary from unit. |
|Identify and relate subject pronouns to |Form verbs with stem changes. (Spanish: |Manipulate the present tense of selected |
|people and objects. |costar-3rd person, tener, preferir) |irregular verbs. (to have, to be, to go, |
|Begin to use comparatives to express |Identify with the intent to produce numbers|to do, to like Sp. querer) |
|opinions about school. |up to a million. |Begin to use indirect object pronouns in |
|Use definite articles that agree in gender |Begin using demonstrative pronouns. |phrases. |
|and number. |(Spanish: este, ese. French: ce, cet, |Narrate order of events using connecting |
| |cette) |words. (First, next, then, etc.) |
|My Favorite Celebrity |Manipulate the present tense of selected | |
|Manipulate the present tense using the |irregular verbs. (to have, to be) |A Look to the Past |
|vocabulary from the unit. | |Manipulate the present tense using the |
|Able to recognize and create phrases using |Animal Planet |vocabulary from unit. |
|comparatives and superlatives in a guided |Form compound sentences using conjunctions.|Manipulate the present tense of selected |
|format. |Manipulate the present tense using the |irregular verbs. (to have, to be, to go, |
|Begin forming simple questions using |vocabulary from unit. |to do, to like Sp. querer) |
|interrogatives |Manipulate the present tense of selected |Manipulate the preterit tense using |
|Use “to be” and “to have” in physical and |irregular verbs. (to have, to be) |vocabulary from unit. |
|personality descriptions | |Form the imperfect tense of “to be” and “to|
| |My Family Heritage |have.” |
|My Host Family and Me |Manipulate the preterit tense using |Narrate order of events using connecting |
|Manipulate the present tense using |vocabulary from unit. |words. (First, next, then, etc.) |
|vocabulary from the unit. |Form the imperfect tense of “to be.” | |
|Recognize and manipulate regular “er” |Manipulate the present tense using the |Folk Tales |
|verbs(French) |vocabulary from unit. |Manipulate the present tense using the |
|Begin to use the near future tense |Manipulate the present tense of selected |vocabulary from unit. |
|Use “estar” for location (Spanish) |irregular verbs. (to have, to be, to go, |Manipulate the present tense of selected |
|Begin to use prepositional contractions |to do) |irregular verbs. (to have, to be, to go, |
|like “a+el/le.” |Form reflexive phrases (to get married, to |to do, to like Sp. querer) |
| |look like) |Manipulate the preterit tense using |
|My Trip to Madrid/Paris | |vocabulary from unit. |
|Respond to and give directional commands. |Sister Cities |Form the imperfect tense of “to be” and “to|
|(turn, go, next to, in front of, etc.) |Manipulate the preterit tense using |have.” |
|Describe objects using comparatives and |vocabulary from unit. |Narrate order of events using connecting |
|superlatives. |Form the imperfect tense of “to be.” |words. (First, next, then, etc.) |
|State activities using reflexive verbs in |Manipulate the present tense using the |Respond to 3rd person conditional tense in |
|present tense. |vocabulary from unit. |“if… then” statements. |
|Recognize the differences in usage between |Manipulate the present tense of selected |State abstract opinions. |
|“ser” and “estar”(Spanish) |irregular verbs. (to have, to be, to go, |Form compound and complex sentences. |
|Form noun/adjective agreement using |to do) |Make generalizations relating story to |
|vocabulary from the unit. |Form reflexive phrases (to get married, to |target culture |
| |look like) | |
| | |Eating Out in a Restaurant/ Café |
| |My Vacation |Manipulate the present tense using the |
| |Manipulate the present tense using the |vocabulary from unit. |
| |vocabulary from unit. |Manipulate the present tense of selected |
| |Manipulate the present tense of selected |irregular verbs. (to have, to be, to go, |
| |irregular verbs. (to have, to be, to go, |to do, to like Sp. querer) |
| |to do, to like Sp. querer) |Incorporate direct object pronouns into |
| |Write in letter form. |phrases. |
| |State concrete opinions. (In my opinion, |State opinions. |
| |Cumming is similar to _______ because it is|Express needs. (Me falta, Il faut) |
| |_________.) |Manipulate the preterit tense using the |
| |Use “there is/are.” (Hay and Il y a) |vocabulary from unit. |
| | |Form the imperfect tense of “to be, to |
| | |have, and there is/are.” |
| | | |
| | |8th Grade Dance |
| | |Manipulate the present tense using the |
| | |vocabulary from unit. |
| | |Manipulate the present tense of selected |
| | |irregular verbs. (to have, to be, to go, |
| | |to do, to like Sp. querer) |
| | |Begin to use passive voice by using |
| | |memorized phrases such as “Students not |
| | |allowed to wear strapless dresses.” (tener |
| | |que + infinitive, Il faut + infinitive) |
| | |Manipulate the future tense using the |
| | |vocabulary from unit. |
|6th Grade |7th Grade |8th Grade |
8th Grade Continuation
Progress Indicators
At the end of 8th grade Foreign Language, students will…
1. Name technology items.
2. Narrate how to log on and log off computer using appropriate computer
components and verbs.
3. Narrate how to open, save and close a word document.
4. Narrate how to operate a music device such as a CD player or MP3 player.
5. Name selected rooms in a house and furniture.
6. Narrate how technology is incorporated in daily routine (I wake up and turn off my
alarm clock).
7. Identify and discuss an important historical event from the target culture.
8. Narrate the progression of the event to show cause and effect.
9. Compare and contrast present day and historical events in the target culture vs.
student’s own culture.
10. Record in journal format and present information through skits, interviews,
reenactments, etc., information about historical events from the
target culture.
11. Listen and read selected, traditional target language folk tales and/or parables.
12. Summarize, orally and in writing, messages in selected traditional folk tales and/or
parables.
13. Express feelings and opinions about the main message of selected traditional folk
tales and/or parables.
14. Describe, orally and in writing, characters, setting, and plot of different stories.
15. Recognize and list the characteristics of a hero/villain.
16. Write, illustrate, and present guided versions of short folk tales based on models.
17. Compare and contrast cultural aspects of a native language folk tale with a target
language folktale and/or parable.
18. Give examples of similarities and differences in values between the native and
target culture.
19. Place and order with a waiter/waitress using common courtesy expressions.
20. Select items from a menu.
21. Describe different types of restaurants/cafés.
22. Identify and name selected utensils and dishes.
23. Describe selected cultural foods from the target country.
24. Make a reservation.
25. Describe a past dining experience.
26. Discuss the necessities of planning a school dance.
27. Compare and contrast celebrations between US and target culture.
28. Organize and plan a school dance including committees, food, décor, clothing,
music, cost, and themes.
29. Compare class created dance proposals.
30. Present and summarize proposed plans to the class.
31. Create an advertisement announcing the upcoming school dance.
32. Participate in and compare cultural traditions/holidays of the US versus the target
country.
33. Demonstrate an understanding of the similarities and differences between the
student’s culture and the target culture.
8th Grade Continuation
Pacing Guide
This Pacing Guide lists the name of the unit as well as the recommended number of sessions to be spent for language acquisition activities. Sessions are measured in 45 minute increments.
|Unit Name |Number of Session |Page |
| | | |
|The Technology in my Life |30 |52 |
|A Look to the Past |30 |55 |
|Folk Tales |30 |58 |
|Eating in a Restaurant |30 |61 |
|8th Grade Dance |30 |64 |
|Cultural Studies and Holidays (to be integrated throughout the year) |30 |67 |
| | | |
|Total |180 sessions | |
Unit: The Technology in my Life
Progress Indicators:
At the end of this unit, the student will…
1. Name technology items.
2. Narrate how to log on and log off computer using appropriate computer components and verbs.
3. Narrate how to open, save and close a word document.
4. Narrate how to operate a music device such as a CD player or MP3 player.
5. Name selected rooms in a house and furniture.
6. Narrate how technology is incorporated in daily routine (I wake up and turn off my alarm clock).
Example of Language Structures in use
|Productive |
|I have a (computer) in my (room). |
|I want a (DVD player) in my (room). |
|First (turn on) the (computer). |
|Receptive |
|Sample Receptive Questions |
|What do you have in your house? |
|What would you like in your bedroom? |
Structural Objectives
|Students will be able to… |
|Manipulate the present tense using the vocabulary from unit. |
|Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do, to like Sp. querer) |
|Begin to use indirect object pronouns in phrases. |
|Narrate order of events using connecting words. (First, next, then, etc.) |
Thematic Vocabulary
|Productive |Receptive |
|alarm clock |username |
|CD player |password |
|cell phone |to open |
|computer |to save |
|digital camera |to burn |
|DVD player |to close |
|iPod/MP3 player |to charge |
|portable DVD player |to download |
|stereo |home theater system |
|telephone |IM |
|TV |text message |
|video games |oven/stove |
|to open |microwave |
|to save |carpet |
|to close |pillow |
|to log on |curtain |
|to log off | |
|to call | |
|to play (music) | |
|monitor | |
|keyboard | |
|mouse | |
|disk | |
|CD | |
|speaker | |
|remote control | |
|folder | |
|document | |
| | |
|house | |
|yard/patio/terrace | |
|living room | |
|family room | |
|kitchen | |
|office | |
|bedroom | |
|bathroom | |
|closet | |
| | |
|sofa/couch | |
|table | |
|window | |
|door | |
|basic chair | |
|stuffed chair | |
|bed | |
|dresser | |
|desk | |
|refrigerator | |
| | |
|1st – 10th | |
|next | |
|then | |
|finally | |
Spiraled Topics
|Vocabulary: house, furniture, leisure activities, classroom, commands |
|Grammar: present tense, subject pronouns, negation, ordinal numbers, you informal singular commands, demonstrative pronouns |
Possible Cultural Themes
|Minitel (France) |
Unit: A Look to the Past
Progress Indicators:
At the end of this unit, the student will…
7. Identify and discuss an important historical event from the target culture.
8. Narrate the progression of the event to show cause and effect.
9. Compare and contrast present day and historical events in the target culture vs. student’s own culture.
10. Record in journal format and present information through skits, interviews,
reenactments, etc., information about historical events from the
target culture.
Example of Language Structures in use
|Productive: |
|(event) is an important historical event in (country) |
|Today, (country) is/has _____. |
|In the past/in (year), (country) was/had _____. |
|Today, (country) is more (adjective). |
|In the past/in (year), (country) was more (adjective.) |
| |
|Receptive: |
|What is an important historical event in (country)? |
|What happened? |
|What happened (first, when Louie XIV came to power)? |
|Who was important in (this event)? |
|What was the most (powerful country at the time)? |
|What were (the Indians) like when (Cortez arrived)? |
|How did the people live? |
|What did the people have/ not have? |
| |
|What does the (country) have today? |
| |
|Recycle: |
| |
|Sample Questions |
| |
|Receptive: |
Structural Objectives
|Students will be able to… |
|Manipulate the present tense using the vocabulary from unit. |
|Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do, to like Sp. querer) |
|Manipulate the preterit tense using vocabulary from unit. |
|Form the imperfect tense of “to be” and “to have.” |
|Narrate order of events using connecting words. (First, next, then, etc.) |
Thematic Vocabulary*
|Productive |Receptive |
|before |century |
|after |year |
|because |historical event |
|1st – 10th |enough (food) |
|to live | |
|to die | |
|freedom | |
|least/most | |
|best/worst | |
* Vocabulary will vary depending on the event selected by the teacher. Vocabulary common to all events are listed in the table above. Below are possible words to add to this unit.
Possible Thematic Vocabulary*
|Productive |Receptive |
|army |to kill |
|war |to sacrifice |
|discovery |research |
|famine |discovery/tragedy |
|to conquer |advanced/primitive |
|to explore |modern/old-fashioned |
|to discover | |
|to search | |
|to sail/to go by boat | |
|ship | |
|horse | |
|disease | |
|colony | |
|territory | |
|sacrifice | |
|slave | |
|to enslave | |
|to capture | |
|owner | |
|native | |
|indian | |
|gold/treasure/riches | |
|religion | |
|ritual | |
|medicine man/religious leader | |
|rights | |
|laws | |
|punishment | |
|legal | |
|illegal | |
|prison | |
|guillotine | |
|a better life | |
|king | |
|queen | |
|government | |
|dictator | |
Spiraled Topics
|Vocabulary: Historical monuments from 6th grade, ordinal numbers, physical and personality descriptions, calendar (day, month, year), |
|community, food, geography, leisure and daily activities, clothing, family |
|Grammar: comparatives, superlatives, interrogatives, |
Possible Cultural Themes
|Aztec, Inca, Maya, Creole |
|Bastille Day |
|Independence and Revolutions |
|Exploration: Americas, Africa, Caribbean |
|Reigns (Louie XIV, Fernando and Isabel) |
|Creation of European Union |
|Joan of Arc, The Virgin of Guadalupe |
Unit: Folk Tales
Progress Indicators:
At the end of this unit, the student will…
11. Listen and read selected, traditional target language folk tales and/or parables.
12. Summarize, orally and in writing, messages in selected traditional folk tales and/or parables.
13. Express feelings and opinions about the main message of selected traditional folk tales and/or parables.
14. Describe, orally and in writing, characters, setting, and plot of different stories.
15. Recognize and list the characteristics of a hero/villain.
16. Write, illustrate, and present guided versions of short folk tales based on models.
17. Compare and contrast cultural aspects of a native language folk tale with a target language folktale and/or parable.
18. Give examples of similarities and differences in values between the native and target culture.
Example of Language Structures in use
|Productive |
|I like/dislike … |
|(Name of character, setting) is (adjective). |
|(Name of character) lives in/at (place). |
|(Name of character) (verbs) |
|(character’s) name is _____. |
|In the story, there is/there are _____. |
|(Name of character) is more/less (adjective) than (name of character) |
|(Name of character) is different from/similar to/same as (name of character/animal) |
|Then, (event) happens (first/next/afterwards/before/at the end). |
|The problem/conflict/solution is that… |
|He/she did (verb/event) because … |
|In my opinion, …. |
|I (don’t) think/believe that It/the story/the character is… |
|In the U.S., one/we …. |
|In (target country), one/they …. |
|The American (stories/values) are the same/different than (target country) because…. |
| |
|Receptive |
|Once upon a time, there was/were |
|He/She/They lived happily ever after. |
|If (event) happened, then… would happen. |
|Sample Receptive Questions |
|Who do you (not) like in the story? Why (not)? |
|Where does (name of character) live? |
|What is the girl’s/boy’s/family member’s/animal’s name? |
|Is(Are) there a girl/boy/family member/animal in the story? |
|Who/What is more/less (adjective) in the story? |
|How are (character 1) and (character 2) different/the same? |
|What happens first, second, third, etc.? |
|Do you believe that…? |
|What do you think about…? |
|Why/when/where did he/she/it (verb)? |
|What is the plot/theme of the story? |
|Who is the central character? Are they a villain or a hero? |
|What happens to (name of character)? |
|What does (name of character) do in the story? |
|What does (name of character) look like? |
|What do we believe in the U.S.? |
|What do they believe in target country? |
|How are U.S. and target country the same/different? |
Structural Objectives
|Students will be able to… |
|Manipulate the present tense using the vocabulary from unit. |
|Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do, to like Sp. querer) |
|Manipulate the preterit tense using vocabulary from unit. |
|Form the imperfect tense of “to be” and “to have.” |
|Narrate order of events using connecting words. (First, next, then, etc.) |
|Respond to 3rd person conditional tense in “if… then” statements. |
|State abstract opinions. |
|Form compound and complex sentences. |
|Make generalizations relating story to target culture |
Thematic Vocabulary
|Productive |Receptive |
|story |rough draft |
|title |final draft |
|setting |to perform (act out) |
|ending/beginning |to edit |
|character/main character |to solve |
|point of view/perspective |to happen |
|storyline/plot/theme/message |attribute/characteristics |
|problem/conflict |opposite |
|type (of story)/genre |similarity/similar to |
|solution |difference/different from |
|value/moral |childhood/children |
|event | |
|hero/heroine | |
|villain | |
|good | |
|evil/bad | |
|magic | |
|to think | |
|to believe | |
|(selected vocabulary from stories) | |
Spiraled Topics
|Vocabulary: Physical descriptions, Personal characteristics, Emotions, Family members, food, clothing, calendar (seasons, weather, etc.) daily|
|routine and leisure activities, house |
|Ordinal numbers, Domestic animals, Continents, community, |
|Grammar: comparatives, present tense, common irregular verbs (including stem changing), prepositions, contractions, agreement, |
|interrogatives, demonstrative pronouns, negation, direct object pronouns, possessive pronouns, simple future |
Possible Cultural Themes
|French Folk Tales: St. Nicholas and the butcher, |
|Spanish Folk Tales: Don Quijote, Aztec/Maya/Inca creation story, Lazarillo de Tormes, The Crocodile Man, Quetzacoalt, |
| |
|Values |
|Differences in childhood experiences |
|Education systems |
|Qualities associated with animals from the viewpoint of different cultures |
Unit: Eating Out in a Restaurant/Café
Sessions: 25
Progress Indicators:
At the end of this unit, the student will…
19. place and order with a waiter/waitress using common courtesy expressions.
20. select items from a menu.
21. describe different types of restaurants/cafés.
22. identify and name selected utensils and dishes.
23. describe selected cultural foods from the target country.
24. make a reservation.
25. describe a past dining experience.
Example of Language Structures in use
|Productive: |
|I would like (menu item). |
|I’m full. |
|I’m hungry. |
|I’m thirsty. |
|The ___ was good/delicious. |
|How much does _____ cost? |
|Do you have _____? |
|May I have the check/bill? |
|I’m missing (salt). |
|I would like to reserve a table/make a reservation. |
|I like…/I liked… |
|I would like to reserve…./I would like/need to make a reservation for … |
|I recommend __________. |
|_____ courses are served… |
|The ____________ restaurant is /was ____________. |
|The ____________ restaurant has/had ___________. |
|There is/are/was ___________ at ________ restaurant/café. |
|(Pronoun, name) ordered ________________. |
| |
| |
| |
|Receptive: Sample Questions |
|How many people are in your party? |
|Do you have a reservation? |
|What would you like to eat/drink? |
|_____ costs currency. |
|Ho do you want your meat cooked? |
|How was your meal/restaurant? |
|Do you like…?/Did you like…? |
|Do you/Are you going to need a reservation? |
|For what time is the reservation? |
|When would you like to reserve a table? |
|What do you recommend? |
|How many courses are served….? |
|How is/was ___________ restaurant? |
|What was there (at the restaurant/to eat, drink)? |
|What did (pronoun, name) order? |
|How do you like (your steak, etc.)? |
| |
Structural Objectives
|Students will be able to… |
|Manipulate the present tense using the vocabulary from unit. |
|Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do, to like Sp. querer) |
|Incorporate direct object pronouns into phrases. |
|State opinions. |
|Express needs. (Me falta, Il faut) |
|Manipulate the preterit tense using the vocabulary from unit. |
|Form the imperfect tense of “to be, to have, and there is/are.” |
Thematic Vocabulary
|Productive |Receptive |
|0-1000 |eggs |
|hello |cheese |
|good-bye |ham |
|Yes, please. |waiter/waitress |
|No, thank you. |table cloth |
|menu |mug/tea cup |
|fork |tip |
|spoon |red meat |
|knife |steak |
|plate |pork chop |
|napkin |pork |
|glass |lamb |
|daily special |fish |
|appetizer |shrimp |
|soup |lobster |
|salad |sausage |
|main course |to fry |
|dessert |to grill |
|beverage |to ask for |
|bill | |
|to need | |
|rare | |
|medium | |
|well done | |
|to order | |
|to serve | |
|to drink | |
|to eat | |
|to pay | |
|to prefer | |
|to be thirsty | |
|to be hungry | |
|the check | |
|eat in | |
|carry out | |
|inside | |
|outside/patio | |
|menu of the day | |
|delicious | |
|terrible | |
| | |
|Add cultural food items | |
Spiraled Topics
|Vocabulary: food, common courtesy expressions, price inquiry, numbers, directional terms, ordinal numbers, community (for descriptions |
|purposes) |
|Grammar: demonstrative pronouns, agreement, prepositions, direct object pronouns, negation, interrogatives, stem changing (costar, preferir),|
|stating opinions, |
Possible Cultural Themes
|Outside café |
|Meal times |
|Meal courses |
|Popular restaurants in target country |
|Incorporation of cultural foods in American food chains (McDonald’s, Burger King, etc.) |
|Activities on target country websites (McDonald’s, Burger King) |
Unit: 8th Grade Dance
Progress Indicators:
At the end of this unit, the student will…
26. Discuss the necessities of planning a school dance.
27. Compare and contrast celebrations between US and target culture.
28. Organize and plan a school dance including committees, food, décor, clothing, music, cost, and themes.
29. Compare class created dance proposals.
30. Present and summarize proposed plans to the class.
31. Create an advertisement announcing the upcoming school dance.
Example of Language Structures in use
|Productive |
|(subject pronouns necessary) like(s) … |
|The location of the dance is … |
|The/Our theme of the dance is … |
|The date/time (of the dance) will be … |
|The/Our DJ will be … |
|We need/will need … |
|There are/is/will be … |
|In (target country) they (verb)/there is/are ….. |
|(subject pronouns necessary) prefer(s) … |
|The __________ is/will be (located) (direction). |
|The cost of the dance is/will be … |
| |
|(subject pronouns necessary) is/are/going to wear … |
|The ________ is/are/will be … |
| |
|Receptive |
|________ is/is not allowed. |
|Your parents must pick you up by/at …. |
| |
|Sample Receptive Questions |
|How much do(es) _____ cost? |
|What do you like to do at a dance? |
|What are/will you wear to/at a/the dance? |
|Where/When is the dance? |
|Where/When is the dance going to be? |
|What kinds of refreshments/music/decorations are there/will there be? |
|What is the cost? What will the cost be? |
|What time does the dance start/end? |
|Who is/will be the DJ? |
|What is/will be the theme? |
|What do/will you need? |
|What is there/will there be …? |
|What (target culture celebrations) are similar to/different from US celebrations? |
Structural Objectives
|Students will be able to… |
|Manipulate the present tense using the vocabulary from unit. |
|Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do, to like Sp. querer) |
|Begin to use passive voice by using memorized phrases such as “Students not allowed to wear strapless dresses.” (tener que + infinitive, Il |
|faut + infinitive) |
|Manipulate the future tense using the vocabulary from unit. |
| |
Thematic Vocabulary
|Productive |Receptive |
|to be able to |to be picked up/leave |
|to dance |to call (parents/friends) |
|to talk |to go out to eat |
|to chat (vs. talk) |to request/ask for (a song) |
|to listen to music |lipstick, nail polish, blush |
|to sing |brush/comb |
|to play (CDs) |razor |
|to want |soap |
|to get hair/nails done |shampoo |
|to buy |camera/camcorder |
|to prepare |CDs |
|to take pictures |chaperon |
|to put on make-up |photographer |
|to take a bath/shower |committee |
|to shave |balloons |
|to get dressed |dress code |
|to comb/brush |gossip |
|to get ready | |
|to have fun/a good time | |
|begins | |
|ends | |
|music | |
|tuxedo/suit | |
|evening dress | |
|before/after | |
|table/chair/stage | |
|dance floor | |
|refreshments | |
|decorations | |
|flowers | |
|theme | |
|boyfriend/girlfriend | |
|to invite | |
| | |
Spiraled Topics
|Vocabulary: Directional Terms, Community, Shopping, Clothing, Food, Body Parts |
|Possessions, Family |
|Grammar: prepositions, possessive pronouns, reflexive verbs |
Possible Cultural Themes
|Quinciñera |
|Boum |
|School system (8th grade is the last year of middle school) |
|Attitudes toward types of music (country music is popular in France) |
|Types of music (salsa, merengue, etc.) |
Unit: Cultural Studies and Holidays
Progress Indicators:
At the end of this unit, the student will…
32. Participate in and compare cultural traditions/holidays of the US versus the target country.
33. Demonstrate an understanding of the similarities and differences between the student’s culture and the target culture.
***** Please note that not all of the holidays and cultural areas listed below must be taught; these are mere suggestions of possible holidays. Teacher discretion is to be used and therefore exercised when determining age and vocabulary.
Possible Holidays
|Halloween |
|Day of the Dead/All Saints Day |
|Thanksgiving |
|Christmas |
|Three Kings Day |
|Saint Valentine’s Day |
|Mardi Gras |
|Easter |
|Poisson d’Avril (April Fool’s Day) |
|Cinco de Mayo |
|Mother’s Day |
|Father’s Day |
Possible Cultural Studies Areas
|Art |
|Music |
|Literature |
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