French 8

Pauvre Anne:

Language Goals - Students will:

• Read a novel in its entirety in French

• Discuss the story in French

• Respond to oral and written questions 

• Assume role-playing a student in Belgium and a student in the United States

Cultural Understandings: 

• Compare private schools in Belgium to public schools in the United States

• Discuss a student’s life in Belgium and compare it to theirs

• Use Google Earth to get-to-know Namur, Belgium. 

Chapter 9: Les sports et les activités d'été

Language Goals -- Students will:

• talk about summer sports and leisure activities

• tell what one must do for each activity

• describe summer weather

• emphasize and stress whom one is talking about

 
Cultural Understandings -- Students will:

• talk about French vacation habits

• talk about American vacation habits

• discuss the differences between the two

Chapter 10: Les Boutiques et les Vêtements

Language Goals -- Students will:

• identify and describe articles of clothing

• state color and size preferences

• shop for clothing

• express opinions about clothing

• make observations about the venue

• compare people and objects

Cultural Understandings -- Students will:

• note the difference in metric system and our system of measure for clothing

• discuss differences in clothes shopping in France and the U.S.

Chapter 11: La Routine et La Forme Physique

Language Goals -- Students will:

• describe personal grooming habits and the daily routine

• find out and tell someone's name

• tell how people stay fit

• tell what do for themselves and others

Cultural Understandings -- Students will:

• imagine living with a French family and noting the differences in their lives

• tell what people do in the U.S. to stay fit

• tell what people do in France and other French-speaking countries to stay fit

Chapter 12: L’environnement et les droits humains

Language Goals -- Students will:

• talk about the environment and identify ways to conserve resources

• talk about Maslow’s Hierarchy and relate the levels to their basic needs

• identify ways to help other students and empathize with them when they have problems or their needs are not being met.

Cultural Understandings -- Students will:

• compare environmental concerns in the U.S. and in France

• compare children’s lives in the U.S. and in France

Chapter 13: Les Sports

Language Goals -- Students will:

• talk about soccer and other fall

• describe past actions (using avoir)

• react to situations using an exclamation

Cultural Understandings -- Students will:

• discuss soccer and its importance in France/French-speaking countries

• mention other sports that are popular

• compare these to the U.S. sports' interests

Chapter 14: L'Hiver et les Sports d'hiver

Language Goals -- Students will:

• talk about skiing, ice skating, and playing in the snow

• describe winter weather

• describe past actions (using avoir)

Cultural Understanding -- Students will:

• talk about French and Canadian winter sports

Chapter 15: La Santé et la Médicine

Language Goals -- Students will:

• describe symptoms of a minor illness, such as a cold, flu, or upset stomach

• have a prescription filled at the pharmacy

• give formal and informal commands

• play the roles of a doctor and patient

Cultural Understandings -- Students will:

• know how to get immediate medical assistance when in France

• compare French and American medical services

• compare French and American attitudes about health

Chapter 16: Les Loisirs Culturels

Language Goals -- Students will:

• go to the movies and discuss a movie

• talk about a play and going to the theater

• talk about art in general and going to a museum

• differentiate between knowledge of facts or how to do an activity and being acquainted with people, places, and culture

Cultural Understanding -- Students will:

• view Impressionist art and discuss simply the genre and a specific work

Chapter 17: L'Hôtel

Language Goals -- Students will:

• check into and out of a hotel

• describe past actions (using être)

• plan and talk about a trip to Paris

Cultural Understandings -- Students will:

• organize a trip to Paris

• navigate a neighborhood and talk about what is going on there

• compare the public transit in Paris to that of a major U.S. city

Chapter 18: L'argent et La Banque

Language Goals -- Students will:

• talk about spending habits

• exchange money in Europe

• go to the bank and make a deposit

Cultural Understanding -- Students will:

• compare and contrast American and French teen spending habits

• Common Assessment:  Paris Project

Framing Questions:

• Un voyage à Paris!  Qu’est-ce que vous allez faire avant le voyage?

• Qu’est-ce que vous avez fait pendant le voyage?

• Research Goals:

• Students will plan a realistic three day trip to Paris.

• Students will pick a neighborhood in which they will stay and learn to navigate their way around the city from there.

Structural Concepts:

• Students will use present, simple future,  and the passé composé tenses.

• Students will incorporate related vocabulary to describe their three-day trip.

A sample activity

• Working in groups, students will conduct research and plan a three-day trip to Madrid. 

• They will collaborate with the librarian to learn how to use guidebooks.

• They will use appropriate Apps to tour Paris by neighborhood and to learn the map of the city.

Project Format
The project will include a cover page, an introduction, an explanation of each day in Paris, pictures, and a reflection.
They will cite their references.
Cultural Understandings:

• Students will plan their trip in a realistic way, taking into account mealtimes, museum hours, and business schedules with regard to the places they visit.

• They will think about the locations of their activities in relation to their hotel on a map as they plan their outlines.

• Students will plan their trip using various methods of transportation around the city.

• Students will describe their meals and tell where they eat.

They will imagine how they will “say goodbye” to Paris as part of their reflection piece.

Spanish 8

Pobre Ana:

Language Goals - Students will: 

• Read a novel in its entirety in Spanish

• Discuss the story in Spanish

• Respond to oral and written questions 

Cultural Understandings:

• Compare private schools in México to public schools in the US

• Discuss housing options in México

• Learn about the cumbia dance in México

• Use Google Earth to get-to-know Guadalajara

Chapter 9: ¡Vamos de compras! Location: Texas

Language Goals -- Students will:

• talk about giving gifts

• ask for and give directions downtown

• comment on clothes and discuss what they are made of

• make comparisons and express preferences

• ask about prices and pay for something

• listen to people discuss clothes and respond to questions related to the conversation

• read store advertisements

• write a gift list for family and friends

Cultural Understandings -- Students will:

• compare currencies in different countries

• compare dress habits and personal care in different countries

• discuss fashion and what people think is in style

• compare how and where people shop in different countries

Chapter 10: Celebraciones Location: Texas

Language Goals -- Students will:

• talk about what they are doing right now

• ask for and give an opinion

• ask for help

• respond to requests for help

• tell a friend what to do

• describe how they celebrate holidays

• write about their favorite holiday and how they celebrate it

• talk about past events

Cultural Understandings -- Students will:

• compare holidays in the U.S. to those in the Spanish-speaking world

• explore festivals like la Tomatina, San Fermín, las Fallas, Castellers, & el Día de los Muertos

• learn about la Quinciera

Chapter 11: Para vivir bien Location: Puerto Rico

Language Goals -- Students will:

• identify body parts

• communicate what part of their body hurts

• express feelings

• talk about moods and physical condition

• describe a healthy lifestyle

• say where they went and when

• describe their day in the past, including sports practice and play

• understand ailments and make suggestions

Cultural Understandings -- Students will:

• compare sports in different countries

• see images of San Juan, Puerto Rico and a baseball game there

• learn about the relationship between Puerto Rico and the U.S.

Chapter 12: Las vacaciones ideales Location: Puerto Rico

Learning Outcomes-- Students will:

• talk about what they like to do when they travel

• make future plans

• talk about what they would like to do during a future vacation

• say where they went and what they did on a vacation in the past

• say what they need to bring in their suitcase

• design an ideal trip and write about it

• write a journal entry about a trip they took

• communicate in some travel situations

Cultural Understandings -- Students will:

• study the city of Madrid, including maps, museums, restaurants and other tourist attractions

• learn about both traditional and rejoneo bullfighting in Spain 

• compare weather and tourist attractions in various Spanish-speaking countries

• compare currencies

Unidad 1
Etapa 1 - Pasatiempos

Language Goals: Students will:

• discuss what they did and where they went last summer.

• discuss travel plans and leisure time.

• comment on airplane travel, focusing on the process of checking baggage, passing through security, chatting on the plane, interacting with a flight attendant, and going through customs.

• use preterite verbs (AR, ER, IR / CAR, GAR, ZAR / Ir, Ser, Hacer, Dar, Ver) to discuss past events and trips.

Cultural Understandings: Students will:

• examine travel etiquette and customs in Spain and Latin America.

• explore fun vacation activities in Spanish-speaking countries.

• learn about “la calle Olvera” and murals in Los Angeles.

Etapa 2
Language Goals:

• talk about art and museums.

• describe and give opinions on art.

• talk about food in greater detail.

• use stem-changing verbs in the present tense (e--ie & u--ue) to discuss visits to museums and restaurants.

• use irregular stem verbs in the preterite tense to discuss visits to museums and restaurants.

Cultural Understandings:

• discuss mealtimes in Spanish-speaking countries.

• talk about typical meals and dishes in Spanish-speaking countries.

• explore famous museums in Spanish-speaking countries.

Etapa 3
Language Goals:

• Discuss ways to communicate

• React to news

• Ask for and give information

• Talk about things and people you know

• Review eight demonstrative adjectives and learn the four remaining ones

• Learn the o to i stem-changing verbs in the preterite tense

• Learn the o to u stem-changing verbs in the preterite tense

Cultural Understandings:

• Read newspapers from Spanish-speaking newspapers and discuss current news

• Use map skills and review where Spanish-speaking countries are located

​​Common Assessment:  Madrid Project
Framing Questions:

• ¡Un viaje a Madrid! ¿Qué piensas hacer en Madrid?

Research Goals:

• Students will plan a realistic three-day trip to Madrid.

• Structural Concepts:

• Students will use simple future, other appropriate tenses, and related vocabulary to describe their three-day trip.

A sample activity

• Students will conduct research in groups and plan a three-day trip to Madrid. They will collaborate using google docs to design an illustrated project. The project will include a cover page, an introduction, plans for three days in Madrid, pictures, and references. 

Cultural Understandings:

• Students will plan their trip in a realistic way, accounting for local mealtimes, museum hours, and business schedules.

• Students will plan their trip taking into account various methods of transportation, and they will think about the locations of their activities on a map at they plan their outlines.

• Students will include information about their meals and describe local cuisine.