Camden-Rockport Middle School

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Grade 8 Spanish I
Spanish
 
Description:

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COURSE/SUBJECT TITLE: Spanish I

GRADE LEVEL: 8th

LENGTH OF TIME: Full Year (60/65 minutes ever other day, approximately 85 classes)

COURSE DESCRIPTION: Spanish I is for students who have successfully met the standards of the CRMS Seventh Grade Spanish course.  Combined, Seventh Grade Spanish and Spanish I comprise a National Standards-based high school-equivalent Spanish I course. 

The course is proficiency-oriented and students will extend basic Spanish skills focusing on the four key language areas of speaking, writing, listening, and reading.

Students meeting the standards of the course will be able to demonstrate a proficiency level of at least Novice High in all four language skill areas as defined by the American Council on the Teaching of Foreign Languages or ACTFL  (see Appendix A for definition of proficiency targets).  Target thematic vocabulary and grammar content is based on Level One Specifications as defined by the American Association of Teachers of Spanish and Portuguese or AATSP.

The delivery of target skills and content is through a Total Physical Response/Storytelling (TPR/TPRS) curriculum using "The New ¡Cuéntame Más!" (CMM) as a content resource.  The TPR/TPRS instructional method is based on the philosophy of providing students with lots of comprehensible input in the target language using easy to understand stories, actions, and visual aids.

Students will also review and learn basic Spanish grammar in the target language. Instruction and classroom communication will be 90% to 100% in Spanish.  Students will put their developing Spanish language skills into context through the study of Hispanic culture.  Students will also practice and extend target skills at their own pace through the use of Rosetta Stone software and other web-based applications and resources.

It is expected that all students successfully meeting the standards of Spanish I will posses basic present tense Spanish comprehension and output skills and a basic understanding of the past and future tenses and will be adequately prepared for the National Standards-based Spanish II course offered at CHRHS.

UNIT TITLE: Trimester 1 - ¿Quién soy yo? (Who am I?).  CMM Chapters five and six El hipo de la llama and El monstruo en el refrigerador.   Review of basic grammar and systematic study of regular present tense verb forms and ser vs. estar.  Students will read mini-novel Berto y sus buenas ideas and respond in writing and orally to questions in Spanish related to the story.  Students will be able to discuss and write about themselves and their families in significant detail.  Hispanic Heritage month celebration.

UNIT TITLE: Trimester 2 - Mi rutina cotidiana (My daily routine).  Lilliana y la rata from the "old" Cuéntame más book.  Irregular and reflexive verbs.   Students will read mini-novel Patricia va a California and respond in writing and orally to questions in Spanish related to the story.  Students will be able to discuss and write about their daily routines using target grammar and vocabulary.  Geography of Spanish Speaking world.

UNIT TITLE: Trimester 3 - El pasado, el presente y el futuro (The past, present, and future). Discussing time: present, past, future.  Introduction to past tense (preterit and imperfect).  CMM seven Qué será será.   Students will read mini-novel Casi se muere. Level One National Spanish Exam (early April).  Movie El norte - Guatemala and Mexico and the issue of illegal immigration by Latin Americans in the United States.


ESSENTIAL OUTCOMES:

REPORTING STANDARD: Speaking

  1. Students can understand and exchange basic greetings and personal information in Spanish and will be able to describe and discuss their immediate and extended families (T1).  Students will also be able to discuss and describe their daily routines (T2).
  2. Students will be able to tell stories using target vocabulary in basic Spanish accurately in the present tense.
  3. Students will be able to communicate orally in the past (T3) and immediate future (going to ____) tenses (T2) in response to basic daily conversational prompts.


REPORTING STANDARD: Writing

  1. Students will be able to produce comprehensible writing in all present tense verb forms using target vocabulary and grammar related to CMM chapter stories.
  2. Students will be able to provide detailed information in writing about themselves, their immediate family and friends, and extended family using target vocabulary and grammar correctly (T1).
  3. Students can provide basic information about their typical daily routine using target vocabulary and grammar including reflexive verbs (T2).
  4. Students can respond accurately to basic prompts in the past and future tenses in Spanish (T3).


REPORTING STANDARD: Listening

  1. Students will demonstrate a high level of comprehension of basic Spanish in all present tense verb forms.
  2. Students will demonstrate a basic level of comprehension of Spanish in the imperfect and preterit past tenses (T3) and immediate and simple future tenses (T2).
  3. Students will succeed in an immersion environment in the classroom where 90%-100% of all communication will be conducted in Spanish.


REPORTING STANDARD: Reading

  1. Students will be able to read and understand the short Spanish-language novels Berto y sus buenas ideas, Patricia va a California, and Casi se muere.
  2. Students will be able recognize and comprehend portions of text written in past tense and the difference between the imperfect and preterit tenses.


REPORTING STANDARD: Culture

  1. Students will demonstrate a basic knowledge of where and why people speak Spanish in the world.
  2. Through student projects and other activities, students will demonstrate a basic knowledge of Hispanic history and culture.
  3. Students will demonstrate an understanding of and think critically about issues facing Latino citizens and immigrants in the United States.

EVIDENCE/ASSESSMENTS:

Informal oral daily assessment by teacher Q&A in Spanish
Formal speaking assessments
Daily reading and response homework assignments in Spanish
Formal writing assessments
Formal oral and written comprehension checks
Level One National Spanish Exam
Rosetta Stone progress and accuracy
Assessed student cultural projects on target cultural themes
ACTFL OPIc assessment of oral proficiency level

TEXTS AND OTHER RESOURCES:

ACTFL Proficiency Guidelines 2012
AATSP Level 1 (T1 and T2) and Level 2 (T3) Specifications for Spanish Grammar and Vocabulary 2013-14
The New ¡Cuéntame más!  (Carol Gabb & Kristy Placidio, TPRS Publishing, 2009)
Look!  I Can Talk More! (Blaine Ray, Sky Oaks Productions, 1992, 2002)
Berto y sus buenas ideas (Blaine Ray, Command Performance Language Institute, 2012)
Pobre Ana (Blaine Ray, Command Performance Language Institute, 2000)
Patricia va a California (Blaine Ray, Command Performance Language Institute, 2000)
Casi se muere (Blaine Ray, Command Performance Language Institute, 1999)
El Norte (a film by Gregory Nava, 1983)
Rosetta Stone Latin American Spanish (Levels 1-5 available)
ACTFL OPIc (Oral Proficiency Interview - Computer)
Other teacher generated materials

 
Outcomes: