• Middle School World Language
     
    Scarsdale Middle School offers a first level course of study in French and Spanish, which begins in the sixth grade. Arriving sixth graders are either continuing their study of Spanish as begun in second grade at the elementary level or beginning the study of French. Sixth graders have French and Spanish class every other day the first semester and every day the second semester. Seventh and eighth graders have class five days a week. Upon successful completion of this course at the end of eighth grade, students receive one unit of credit, and the final grade appears on their high school transcript as Course #313. Students are then recommended to either the advanced or honors sequence for the second level of high school language.
     
    The course emphasizes listening, speaking, reading, and writing skills. In the beginning weeks of sixth grade, students continue their Spanish study and in French class are introduced to the sound system, emphasizing listening and speaking. All students become conversant in topics such as name, age, health, residence, use of the alphabet, calendar, classroom objects, colors, numbers 1-100, time, weather, and seasons, and various social amenities with greetings and farewells.
     
    As students progress in the program, they are able to communicate effectively in a variety of situations. By the end of eighth grade, they are able to discuss aspects of their school day, favorite sports, pastimes, their home, family, food, clothing, shopping, their town, and the movies. They can offer opinions, and make requests and suggestions. Students learn and practice grammatical structures as related to the vocabulary themes and topics they are studying.
     
    The culture of where French and Spanish are spoken is an integral part of the program. Students compare and contrast their culture with that of those countries.
     
    The World Language Department incorporates technology in the curriculum. Teachers devise varying activities in all three grade levels, which promote using technology and bring the world into the classroom. These projects also introduce students to real life situations where they are required to think critically and creatively to express themselves.  Teachers make interdisciplinary connections with other departments in the school.

    Sixth Grade
     
    Spanish 6
     
    The goal is to build upon their prior language study and to increase their oral proficiency as they are introduced to reading and writing skills. The course is divided into mini-units.
     
    At the end of mini-unit one, students are able to:
    • greet others
    • tell how they feel (health)
    • identify other classmates
    • tell the day, date, month, year
    • identify classroom objects
    • tell the color of these objects
    • spell their names and others' names
    • count in and out of sequence from 0 to 100
    • talk about the day's weather and tell the season
    • ask and answer questions regarding name, health, age, residence
    • use the first, second, and third person singular
    Cultural Understandings - Students are able to:
    • identify countries where French and Spanish are spoken
    • greet others with an understanding of social amenities
    • use “you” properly in formal/informal situations
    • tell the differences between a “European” and an American calendar
    At the end of mini-unit two, students are able to:
    • ask and say how old someone is
    • ask where someone is from and tell where that person is from
    • ask and say how old someone is
    • perform a skit using the above topics
    • present an interview
    Cultural Understandings - students are able to:
    • discuss birthday information
    • discuss the “quinceañera”
    • discuss the name day celebration
    At the end of mini-unit three, students are able to:
    • talk about what they like and do not like
    • talk about sports, food, music, and classes
    • create a skit, which highlights sharing with a friend likes and dislikes
    Cultural Understandings - Students are able to:
    • discuss differences between American food and food in countries where Spanish is spoken
    • understand the importance of soccer in these countries
    At the end of mini-unit 4, students are able to:
    • talk about needs and wants
    • identify school supplies and tell what they use in school
    • use singular pronouns in first, second, and third person
    Cultural Understandings - Students are able to:
    • Discuss differences in the school experience between America and countries where Spanish is spoken.
    • Compare a typical school day
    At the end of mini-unit 5, students are able to:
    • Continue to talk about their needs and wants
    • Name items in their rooms at home
    • Use indefinite articles in conversations
    • Cultural Understandings - Students are able to:
    • Compare and contrast their bedrooms with counterparts where Spanish is spoken.
    • Understand how homes differ from theirs.
    At the end of mini-unit 6, students are able to:
    • talk about their plans for the day
    • tell what they need to do and what they want to do
    • talk about plans that their friends may have
    • say prices for their room inventories
    • Cultural Understanding -Students are able to:
    • differentiate between the American and European monetary units
    At the end of mini-unit 7, students are able to:
    • discuss the subjects they have in school
    • tell time
    • tell what time they have the various classes
    Cultural Understandings - Students are able to:
    • compare the courses that they take to those that students in other countries take
    • compare the school days and schedules
    At the end of mini-unit 8, students are able to:
    • tell at what time various activities begin
    • use the possessive in conversation
    • look at movie listings and tell what time the showings begin
    • Cultural Understanding - Students are able to:
    • tell time conversationally and using the 24 hour clock
    French 6
     
    At the end of mini-unit 1, students are able to:
    • greet someone else
    • make farewells
    • ask and answer questions about their health
    • introduce someone
    • identify someone else
    Cultural Understandings -students are able to:
    • understand the social amenity of “la bise” 
    • understand the social amenity of "la poignée de main"
    At the end of mini-unit 2, students are able to:
    • say the French alphabet in and out of sequence
    • spell names using the French alphabet
    • write words, which they hear spelled in French
    At the end of mini-unit 3, students are able to:
    • count from 0 to 31 in and out of sequence
    • tell how old they are
    • identify days of the week, months of the year, and the season
    • identify various dates on the calendar
    • tell their birth date
    Cultural Understanding -Students are able to:
    • recognize the differences between the European and American calendars
    At the end of mini-unit 4, students are able to:
    • respond appropriately to commands given by their teacher
    • ask permission to do certain activities
    • interrupt politely to ask a question
    Cultural Understandings -Students are able to:
    • distinguish between the informal and formal forms of “you”
    • use the various titles for adults (formal)
    At the end of mini-unit 5, students are able to:
    • ask and answer questions with regard to someone’s age
    • ask and answer questions with regard to from where someone is 
    At the end of mini-unit 6, students are able to:
    • talk about the weather
    • identify the season
    • describe the weather in each season
    At the end of mini-unit 7, students are able to:
    • identify colors
    • identify classroom objects
    • identify their school supplies
    • tell the color of these objects and supplies
    • count how many school items they see in pictures
    • read short descriptive sentences of these items
    • understand the difference between the definite and indefinite articles
    • identify objects using these articles correctly
    Cultural Understanding -Students are able to:
    • understand the differences between French school day and theirs
    At the end of mini-unit 8, students are able to:
    • tell time through the day
    • differentiate among in the morning, in the afternoon, in the evening
    • ask others what time it is and respond to the same questions
    Cultural Understanding -Students are able to:
    • use the 24 hour clock
    • At the end of mini-unit 9, students are able to:
    • enter a café and ask for a table
    • order from a menu
    • assume the role of the server and of the customer
    Seventh Grade
     
    In seventh grade students continue to expand their listening and speaking skills as developed and reinforced in sixth grade. This year reading and writing are introduced as part of the curriculum.  The seventh grade course begins with a review of the sixth grade topics.   
     
    French 7
     
    During the review period, students review how to:
    • greet others and ask about their health
    • identify other classmates
    • tell the day, date, month, year
    • identify classroom objects
    • tell the color of these objects
    • spell their names and others' names
    • count in and out of sequence from 0 to 100
    • talk about the day's weather and tell the season
    • ask and answer questions regarding name, health, age, residence
    • use the first, second, and third person singular
    Chapter 1: Une Amie et Un Ami and 
    Chapter 2: Les Copains et Les Cours 
     
    Language Goals - Students will:
    • identify themselves and others
    • describe themselves and others
    • describe people and things
    • talk to people formally and informally
    • tell what subjects they take
    • indicate whether they are difficult or easy
    • talk about their schedule: time of classes, days that they meet
    • tell time
    • tell time using the 24 hour clock
    Cultural Understandings - Students will:
    • compare how Americans and French identify themselves
    • discuss how Americans and French students get together after school
    • discuss where French is spoken in the world
    • compare American and French school systems
    • compare a typical student's day in the U.S. and in France
    • compare and contrast school subjects
    • know when to use the 24 hour clock
    Chapter 3: En classe et Après les cours
     
    Language Goals - Students will:
    • describe what they do in school
    • describe some things they do after school
    • talk about people in general
    • express “some” or “not any”
    • tell what they like and don't like to do
    Cultural Understandings - Students will:
    • compare American and French school days
    • discuss the French grading system
    • compare a typical student's activities after school in the U.S. and in France
    Chapter 4: La Famille et La Maison
     
    Language Goals - Students will:
    • talk about their family
    • describe their home
    • give today's date
    • give the day of their birthday and that of others
    • give their age and ask someone else's age
    • tell what belongs to them or to others
    • use adjectives to describe people and things
    Cultural Understandings - Students will:
    • compare housing in France and the U.S.
    • compare family life and traditions in France and the U.S.
    Chapter 5: Au Café et au Restaurant
     
    Language Goals - Students will:
    • order food or beverages at a café or restaurant
    • give their phone number
    • tell or ask where people go
    • ask someone how he or she is
    • give locations
    • tell what belongs to them or others
    • tell what they or others are going to do
    Cultural Understandings - Students will:
    • compare some American and French dining habits
    • discuss the differences between cafés and restaurants in France
    • recognize some typical French foods and beverages
    Chapter 6: On Fait les Courses
     
    Language Goals - Students will:
    • shop for food in a French-speaking country
    • ask for the quantity they want
    • find out prices
    • express what people don't have or don't do
    • talk or ask about activities they or others do
    • tell things they are able to do
    • tell what they want to do and invite someone to do something
    Cultural Understandings - Students will:
    • contrast some French and American food shopping customs
    • recognize French stores and markets, and know which products they sell
    • use the metric system
    Chapter 7: L'Aéroport et l'Avion
     
    Language Goals - Students will:
    • check in for a flight
    • talk about some services on board
    • get through the airport after deplaning
    • describe people's activities
    • express “which” and “all”
    • describe people and things
    Cultural Understandings - Students will:
    • describe international airport functions
    • compare and contrast American and European passports
    Chapter 8: À la Gare
     
    Language Goals - Students will:
    • use words and expressions related to train travel
    • buy tickets and read a train schedule
    • describe their activities and those of others
    • point out people or things
    • express “to put” or “to place”
    Cultural Understandings - Students will:
    • identify different types of trains and rail services in France
    • discuss the T.G.V. – the French bullet train
    • tell some differences between train travel in France and the U.S.
    French Country Project:
    Framing questions:
    • Where is French spoken
    • What are some cultural understandings/differences from what we are familiar and comfortable? 
    • What is family life like? School?House?Foods?
    Research goals:
    • Participate in library research of guide books, Google map and Google earth (find a school),  Culture Grams,ABC CLIO,SMS Library web page for the project
    • Review world map, continent, country geography
    • Learn correspondence format
    • Structural Concepts
    • Speak and write in simple French
    • Use weather expressions, express the seasonal concept
    • Use and respond to leading questions
    • Use and respond to leading questions 
    Vocabulary and Culture topics:
    • Weather, seasons
    • Location prepositions, map directions
    • Family relationships
    • Describe a house/home 
    • When/Who goes to school/vacations
    • Meal names/times, national dish
    A Sample of the Activity:
    • une carte postale; utilise je.Écris      
    • Comment s’appelle le pays où tu habites?
    • Quelle est la capitale?     
    • Où est ce pays?    
    • Est-ce que tu habites dans une maison ou dans un appartement?
    • Avec qui?
    • Comment est ta maison/ton appartement?
    • Combien de pièces et d’étages y a-t-il ?
    • Y a-t-il un jardin ?
    • Quand/À quelle heure manges-tu?
    • Que manges-tu?
    • Dans quelle pièce manges-tu?
    • Ton pays a un plat régional.Quel est le nom de ce plat* ?
    • Quel temps fait-il?
    • Quelle saison est-ce?
    • Est-ce que tu vas à l’école?
    • Comment vas-tu à l’école?
    • Combien de personnes y a-t-il dans ta classe?
    • Est-ce que tu habites près de ou loin de l’école?
    • Est-ce que tu portes un uniforme pour l’école?
    • Quand sont les vacances ?Pourquoi aimes-tu ce pays/ce village/cette famille ?
    Spanish 7:
     
    Review period: 
    Chapter 1: ¡Mucho Gusto! LOCATION: Spain
    Chapter 2: ¿Organízate?: Location: Spain
     
    Language Goals - Students will:
    • say hello and goodbye.
    • introduce people and respond to an introduction.
    • ask how someone is and say how he/she is.
    • ask and say how old someone is.
    • ask where someone is from and say where he/she is from.
    • talk about likes and dislikes.
    • tell what is in their room
    • talk about what they want or need
    • talk about what they need and want to do
    Cultural Understandings - Students will:
    • give details about the extended family
    • describe school uniform
    • discuss apartment in Spain/sharing a TV set.
    • identify “Los Saludos”
    • explain, ¿Qué necesitas para el colegio?
    Chapter 3:
    Nuevas clases, nuevos amigos: Location: Mexico
     
    Language Goals - Students will:
    • talk about classes and sequencing events
    • discuss the time of day
    • tell at what time something happens
    • talk about being late or in a hurry
    • describe people and things
    • talk about things they like and explain why
    Cultural Understandings - Students will:
    • compare class schedule in Spanish-speaking countries and the U.S.
    • compare the grading system in Spanish-speaking countries and the U.S.
    • discuss the custom of the siesta in Spanish-speaking countries
    • use titles of respect appropriately
    • compare a typical school day in Spanish-speaking countries and the U.S.
    Chapter 4:
    ¿Qué haces esta tarde? Location: Mexico
     
    Language Goals - Students will:
    • talk about what they and others like to do
    • talk about what they and others do during free time
    • tell where people and things are
    • talk about where they and others go during free time
    Cultural Understandings - Students will:
    • identify Hispanic athletes and discuss their impact in the world of sport
    • refer to and greet friends
    • describe sights and activities typical of Cuernavaca, Mexico
    • use tú and Usted in various social contexts
    • discuss the tradition of the paseo in the Spanish-speaking world and compare how teens socialize in Spanish-speaking countries and in the U.S.
    • compare where teens go during their free time in Spanish-speaking countries and in the U.S.
    Chapter 5:
    El Ritmo de la Vida Location: Florida, U.S.A.
     
    Language Goals - Students will:
    • discuss how often they do things
    • talk about what they like to do with their friends
    • talk about what they do during a typical week
    • give today's date
    • talk about the weather
    Cultural Understandings - Students will:
    • identify games and activities that are common in Spanish-speaking countries
    • identify places where young people go in order to spend time together
    • identify the different weather patterns in Spanish-speaking countries
    • understand how countries in the southern hemisphere experience the seasons differently from those in the northern hemisphere
    • understand how the seasons do not vary as much for countries closer to the equator
    Chapter 6:
    Entre Familia Location: Florida
     
    Language Goals - Students will:
    • describe a family
    • describe other people
    • describe things a family does together
    • discuss problems and give advice
    Cultural Understandings - Students will:
    • understand the relationship between godparents, godchildren and their families
    • understand and come up with nicknames that family members often have for one another
    • understand the importance of family in Latin-American culture
    Chapter 7:
    ¿Qué te gusta hacer? Location: Ecuador
     
    Language Goals - Students will:
    • talk on the phone
    • extend and accept invitations
    • make plans
    • talk about getting ready
    • politely turn down an invitation and explain why
    • listen to telephone conversations in Spanish and respond to questions about the conversation
    • write a note accepting or turning down an invitation
    Cultural Understandings - Students will:
    • use different telephone greetings based on which country they are in
    • compare public transportation in Spain, Latin America, and the U.S.
    Chapter 8:
    !A comer! Location: Ecuador
     
    Language Goals - Students will:
    • talk about meals and food
    • comment on food and make polite requests
    • order dinner in a restaurant
    • ask for and pay the bill in a restaurant
    • listen to restaurant conversations and respond to questions about the conversations
    • read recipes
    • discuss specific foods eaten in different parts of the Spanish-speaking world
    Cultural Understandings  - Students will:
    • compare meal times, customs, and traditions in Spain, Latin America, and the U.S.
    • describe how different fruits, vegetables, and dishes can have different names throughout the Spanish-speaking world: for example, a “tortilla” in Mexico is very different form a “tortilla” in Spain
    • compare table manners during the meal and social customs after the meal
    Spanish Country Project:
    Framing questions:
    • Where is Spanish spoken?
    • What are some cultural understandings/differences from what we are familiar and comfortable?
    • What is family life like? School? House? Foods? Sports?
    Research Goals:
    • Describe utilize maps, guidebooks and Internet resources to conduct research
    • Respond in the target language to factual based questions about their country
    • Introduce themselves in the target language to an imaginary host family
    • Collate information about the following topics:climate, food, sports, art, geography, and holidays of a Spanish-speaking country.Present their research in the target language using Google docs or a creative portfolio, and a Keynote presentation
    • Structural concepts  
    • AR, ER, IR verbs in the present tense 
    • Irregular verbs in the present tense
    • Interrogative Words
    • Helping verbs (tener, querer, ir, pensar, necesitar)
    Grade 7 Vocabulary topics as per attached set of questions
    A sample of the activity:
    • Produce a portfolio that includes a letter, a basic fact sheet, and 2 research entries about their country
    • Describe a unique feature of their country to the class
    • Questions to answer:
    • ¿Cuáles son la capital y la ciudad más grande?
    • ¿Quién es el presidente?
    • ¿Cuáles países o océanos están al lado de tu país?
    • ¿Cuántas personas viven en tu país?
    • ¿Cuáles son tres lugares naturales de interés?
    • ¿Cómo se llama el dinero?
    • ¿Cómo se llaman dos celebridades de tu país?
    • ¿De qué color es la bandera?
    • ¿Cuántos años tiene el país?
    • ¿Cuáles idiomas habla la gente?
    Research Topics:
    • economía
    • música 
    • arte y literatura
    • historia
    • comida
    • deportes
    • días festivos y festivales
    • diversión familiar
     
    Eighth Grade
     
    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 guide books.
    • 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, 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.
    As part of their reflection piece, they will imagine how they will “say good-bye” to Paris.
     
    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 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
    • Working in groups, students will conduct research 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.