World Languages-Spanish Pacing Guide Grades 6-8

Subject Area/Focus	February	March	April	May	June
Seventh Grade	TRAVEL AND TRANSPORTATION COMMUNICATIVE AIM: Students will be able to: discuss the relative position of objects and locations give driving directions GRAMMATICAL FOCUS: Students will be able to use: prepositional phrases to discuss relative location formal and familiar commands to give driving directions CULTURAL UNDERSTANDING: Students will understand: that street signs, signals, and rules of the road vary in different countries the meaning/function of various signs and signals ESSENTIAL QUESTIONS: ¿Dónde está__________? ¿Puede usted dirigirme a ___________? FAMILY LIFE COMMUNICATIVE AIM: Students will be able to: Discuss their morning and evening habits and routines GRAMMATICAL FOCUS: Students will be able to use: reflexive verbs to discuss what they do to themselves CULTURAL UNDERSTANDING: Students will understand: that routines such as mealtimes and bedtimes often vary in different cultures that some expressions are generally understood in the Spanish-speaking world, and others are largely regional ESSENTIAL QUESTIONS: ¿Qué tienes que hacer antes de salir por la mañana? ¿Qué haces antes de acostarte?	HOUSE AND HOME: COMMUNICATIVE AIM: Students will be able to: discuss and describe their homes, and the furnishings inside discuss the chores that they need to do shop for home furnishings in the target language GRAMMATICAL FOCUS: Students will be able to use: tener + que to discuss what they have to do tener to discuss what they have haber to discuss what there is in the house, in a passive voice direct object pronouns CULTURAL UNDERSTANDING: Students will understand: that different homes and living arrangements that are common in various parts of the world that the “first floor” in many parts of the world is what Americans understand to be the second floor. The street level is called the “ground floor.” ESSENTIAL QUESTIONS: ¿Dónde vives? ¿Dónde está tu casa? ¿Cómo es tu casa? ¿Con quién vives? ¿Cuántos ______hay en tu casa? ¿Tienes _________? ¿Cuál es tu cuarto favorito? ¿Por qué?	MEAL TAKING / FOOD AND DRINK COMMUNICATIVE AIM: Students will be able to: order food in a restaurant discuss nutrition, and healthy food choices follow a recipe in the target language GRAMMATICAL FOCUS: Students will be able to use: the conditional tense to make a polite request hay que to discuss what must be done in the passive voice formal and familiar commands to follow a recipe CULTURAL UNDERSTANDING: Students will understand: that many factors affect the gastronomy of a culture, including geography, climate, economy and local customs. that gastronomy varies widely among Spanish-speaking cultures; that countries and even regions often have unique cuisine that metric units of measure are used in some Spanish-speaking countries. that mealtimes vary in different parts of the world that the traditional siesta is still a traditional part of lunchtime in some countries ESSENTIAL QUESTIONS: ¿Qué le gustaría ordenar? ¿Qué debo comer para mantener un cuerpo sano y buena salud? ¿Qué necesito para hacer mi receta? ¿Qué tengo qué hacer para preparar la receta? ¿A qué hora es el desayuno / el almuerzo / la cena? ¿Qué te gusta comer? ¿Cuál es tu postre favorito?	HEALTH AND WELFARE COMMUNICATIVE AIM: Students will be able to: discuss parts of the body, face and organs discuss ailments, symptoms and sicknesses prescribe/recommend remedies GRAMMATICAL FOCUS: Students will be able to use: deber to discuss what should be done formal and familiar commands to prescribe remedies doler to discuss what hurts CULTURAL UNDERSTANDING: Students will understand: that healthcare systems, doctor’s offices, hospitals, clinics and pharmacies vary in different countries that a un médico is not necessarily a doctor and that un doctor is not necessarily a medical professional ESSENTIAL QUESTIONS: ¿Qué le duele? ¿Cuál es el problema? ¿Cuáles son sus síntomas? ¿Qué debo hacer / tomar? ¿Cuáles son las partes/los órganos del cuerpo humano? PHYSICAL ENVIRONMENT: COMMUNICATIVE AIM: Students will be able to: name different animals and label their body parts discuss the biomes in which different animals live GRAMMATICAL FOCUS: Students will be able to use: tener to discuss parts of animals CULTURAL UNDERSTANDING: Students will understand: that the Spanish-speaking world contains many biomes, including arctic zones in South America that the Spanish-speaking world is rich in biodiversity that nations and regions often associate themselves with animals as a source of pride, such as the North American bald eagle or the Andean condor ESSENTIAL QUESTIONS: ¿Cuáles son las biomas del mundo? ¿Dónde vive(n)_________? ¿Cómo son? ¿Cuáles son las partes del _______? ¿Cómo es el clima en_______? EARNING A LIVING: COMMUNICATIVE AIM: Students will be able to: discuss various professions discuss the work environments of various professions GRAMMATICAL FOCUS: Students will be able to use: masculine, feminine forms of various professions exceptions to the –o/-a rule like un artista indefinite articles are eliminated when discussing one’s profession e.g. Soy profesora. CULTURAL UNDERSTANDING: Students will understand: that the common American practice of making conversation about one’s profession is not necessarily commonplace in some Spanish-speaking cultures, as one’s profession is often less intertwined with identity that great minds and pioneers in many professions have come from Spanish-speaking countries ESSENTIAL QUESTIONS: ¿Cuál es su trabajo / empleo / profesión? ¿Dónde trabaja____? ¿Qué hacen______? SERVICES AND TECHNOLOGY: COMMUNICATIVE AIM: Students will be able to: discuss computer technology and equipment use common commands associated with computer technology use a payphone in the target cultures send a letter/package in the post office GRAMMATICAL FOCUS: Students will be able to use: the conditional tense to make a polite request formal and familiar commands CULTURAL UNDERSTANDING: Students will understand: that different cultures may use unique lexicon for the same object e.g. ordenador vs. computadora, but that some are more widely understood than others. ESSENTIAL QUESTIONS: ¿Qué necesito hacer? ¿Qué le gustaría mandar? ¿Cómo quiere usted pagar? ¿Cómo puedo llamar a mi país?	PROFICIENCY EXAM REVIEW
Eighth Grade	FAMILY LIFE / LEISURE ACTIVITIES COMMUNICATIVE AIM: Students will be able to: Discuss what they used to like to do when they were children GRAMMATICAL FOCUS: Students will be able to use: The imperfect past tense CULTURAL UNDERSTANDING: Students will understand: That many of the same childhood pastimes enjoyed in the United States are also enjoyed in other Spanish-speaking countries. That some games are particular to specific cultures ESSENTIAL QUESTIONS: ¿Qué hacías cuando eras niño(a)? ¿Cómo eras cuándo eras más joven? ¿Cuál era sus pasatiempos favoritos, comidas favoritas, juguetes favoritos, etc.? ¿Adónde te gustaba irte?	FAIRY TALE UNIT COMMUNICATIVE AIM: Students will be able to: Read, understand, tell and write fairy tales GRAMMATICAL FOCUS: Students will be able to use: The imperfect past tense The preterite past tense CULTURAL UNDERSTANDING: Students will understand: That legends and fairy tales often serve a purpose, often moral or cautionary, that often reflect the cultural and temporal context of its origin. That many stories from the target cultures will be familiar to students, and some may be unfamiliar. ESSENTIAL QUESTIONS: ¿Qué pasó en el cuento? ¿Cómo son los personajes? ¿Cuál es la moraleja del cuento? ¿Es importante esta moraleja, en tu opinión? ¿Por qué o por qué no? ¿Hay símbolos en el cuento? ¿Cuáles son y qué representan? ¿Si podrías cambiar el cuento, cómo lo cambiarías y por qué? ¿Qué harías si eras en la situación de uno de los personajes? ¿Hay un cuento moderno que es similar a este cuento? ¿Cuál? ¿Cómo es similar? ¿Cómo es diferente?	PHYSICAL ENVIRONMENT/CURRENT EVENTS COMMUNICATIVE AIM: Students will be able to: Discuss what they would do, if given the opportunity Discuss their future plans, or to make predictions about the future GRAMMATICAL FOCUS: Students will be able to use: The conditional tense The future tense CULTURAL UNDERSTANDING: Students will understand: That conservation is a global issue in which the Spanish-speaking world also plays a role Concerns of young people in the Spanish-speaking world about the future ESSENTIAL QUESTIONS: ¿Qué harías si tenías la oportunidad? ¿Qué harás cuando eres adulto? ¿Cómo será el mundo en veinte años?	LITERATURE UNIT COMMUNICATIVE AIM: Students will be able to: Read and understand a graphic novel version of Don Quijote de La Mancha Analyze important themes in Book I and Book II of the story, as presented in the miniseries video Consider why this novel has had such an impact on world culture, even to modern times. Observe modern characters who might parallel the story of Don Quijote and Sancho Panza GRAMMATICAL FOCUS: Students will be able to use: All previously-learned tenses to discuss the novel CULTURAL UNDERSTANDING: Students will understand: That Don Quijote de La Mancha was the first modern novel That Miguel de Cervantes’ life influenced his themes That the power of the Spanish Inquisition required Cervantes to criticize the Catholic Church, Spanish nobility and intellectuals of the time very discreetly, and symbolically That Don Quijote is one of the most influential stories in world history, and that many modern novels, movies, theater and music reference or borrow from its themes. ESSENTIAL QUESTIONS: ¿Quién era Don Quijote? ¿Era loco o soñador? ¿Era valiente o tonto? ¿Puedes pensar en un Don Quijote moderno? ¿Es mejor vivir como Sancho o como Don Quijote? ¿Por qué?	Students work on final project and review for final exam.

Seventh Grade

TRAVEL AND TRANSPORTATION
1. COMMUNICATIVE AIM: Students will be able to:
  1. discuss the relative position of objects and locations
  2. give driving directions
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. prepositional phrases to discuss relative location
  2. formal and familiar commands to give driving directions
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that street signs, signals, and rules of the road vary in different countries
  2. the meaning/function of various signs and signals
4. ESSENTIAL QUESTIONS:
  1. ¿Dónde está__________?
  2. ¿Puede usted dirigirme a ___________?
FAMILY LIFE
1. COMMUNICATIVE AIM: Students will be able to:
  1. Discuss their morning and evening habits and routines
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. reflexive verbs to discuss what they do to themselves
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that routines such as mealtimes and bedtimes often vary in different cultures
  2. that some expressions are generally understood in the Spanish-speaking world, and others are largely regional
4. ESSENTIAL QUESTIONS:
  1. ¿Qué tienes que hacer antes de salir por la mañana?
  2. ¿Qué haces antes de acostarte?

HOUSE AND HOME:
1. COMMUNICATIVE AIM: Students will be able to:
  1. discuss and describe their homes, and the furnishings inside
  2. discuss the chores that they need to do
  3. shop for home furnishings in the target language

GRAMMATICAL FOCUS: Students will be able to use:
1. tener + que to discuss what they have to do
2. tener to discuss what they have
3. haber to discuss what there is in the house, in a passive voice
4. direct object pronouns
CULTURAL UNDERSTANDING: Students will understand:
1. that different homes and living arrangements that are common in various parts of the world
2. that the “first floor” in many parts of the world is what Americans understand to be the second floor. The street level is called the “ground floor.”
ESSENTIAL QUESTIONS:
1. ¿Dónde vives?
2. ¿Dónde está tu casa?
3. ¿Cómo es tu casa?
4. ¿Con quién vives?
5. ¿Cuántos ______hay en tu casa?
6. ¿Tienes _________?
7. ¿Cuál es tu cuarto favorito? ¿Por qué?

MEAL TAKING / FOOD AND DRINK
1. COMMUNICATIVE AIM: Students will be able to:
  1. order food in a restaurant
  2. discuss nutrition, and healthy food choices
  3. follow a recipe in the target language
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. the conditional tense to make a polite request
  2. hay que to discuss what must be done in the passive voice
  3. formal and familiar commands to follow a recipe
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that many factors affect the gastronomy of a culture, including geography, climate, economy and local customs.
  2. that gastronomy varies widely among Spanish-speaking cultures; that countries and even regions often have unique cuisine
  3. that metric units of measure are used in some Spanish-speaking countries.
  4. that mealtimes vary in different parts of the world
  5. that the traditional siesta is still a traditional part of lunchtime in some countries
4. ESSENTIAL QUESTIONS:
  1. ¿Qué le gustaría ordenar?
  2. ¿Qué debo comer para mantener un cuerpo sano y buena salud?
  3. ¿Qué necesito para hacer mi receta?
  4. ¿Qué tengo qué hacer para preparar la receta?
  5. ¿A qué hora es el desayuno / el almuerzo / la cena?
  6. ¿Qué te gusta comer?
  7. ¿Cuál es tu postre favorito?

HEALTH AND WELFARE
1. COMMUNICATIVE AIM: Students will be able to:
  1. discuss parts of the body, face and organs
  2. discuss ailments, symptoms and sicknesses
  3. prescribe/recommend remedies
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. deber to discuss what should be done
  2. formal and familiar commands to prescribe remedies
  3. doler to discuss what hurts
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that healthcare systems, doctor’s offices, hospitals, clinics and pharmacies vary in different countries
  2. that a un médico is not necessarily a doctor and that un doctor is not necessarily a medical professional
4. ESSENTIAL QUESTIONS:
  1. ¿Qué le duele?
  2. ¿Cuál es el problema?
  3. ¿Cuáles son sus síntomas?
  4. ¿Qué debo hacer / tomar?
  5. ¿Cuáles son las partes/los órganos del cuerpo humano?
PHYSICAL ENVIRONMENT:
1. COMMUNICATIVE AIM: Students will be able to:
  1. name different animals and label their body parts
  2. discuss the biomes in which different animals live
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. tener to discuss parts of animals
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that the Spanish-speaking world contains many biomes, including arctic zones in South America
  2. that the Spanish-speaking world is rich in biodiversity
  3. that nations and regions often associate themselves with animals as a source of pride, such as the North American bald eagle or the Andean condor
4. ESSENTIAL QUESTIONS:
  1. ¿Cuáles son las biomas del mundo?
  2. ¿Dónde vive(n)_________?
  3. ¿Cómo son?
  4. ¿Cuáles son las partes del _______?
  5. ¿Cómo es el clima en_______?
EARNING A LIVING:
1. COMMUNICATIVE AIM: Students will be able to:
  1. discuss various professions
  2. discuss the work environments of various professions
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. masculine, feminine forms of various professions
  2. exceptions to the –o/-a rule like un artista
  3. indefinite articles are eliminated when discussing one’s profession e.g. Soy profesora.
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that the common American practice of making conversation about one’s profession is not necessarily commonplace in some Spanish-speaking cultures, as one’s profession is often less intertwined with identity
  2. that great minds and pioneers in many professions have come from Spanish-speaking countries
4. ESSENTIAL QUESTIONS:
  1. ¿Cuál es su trabajo / empleo / profesión?
  2. ¿Dónde trabaja____?
  3. ¿Qué hacen______?

SERVICES AND TECHNOLOGY:
1. COMMUNICATIVE AIM: Students will be able to:
  1. discuss computer technology and equipment
  2. use common commands associated with computer technology
  3. use a payphone in the target cultures
  4. send a letter/package in the post office
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. the conditional tense to make a polite request
  2. formal and familiar commands
3. CULTURAL UNDERSTANDING: Students will understand:
  1. that different cultures may use unique lexicon for the same object e.g. ordenador vs. computadora, but that some are more widely understood than others.
4. ESSENTIAL QUESTIONS:
  1. ¿Qué necesito hacer?
  2. ¿Qué le gustaría mandar?
  3. ¿Cómo quiere usted pagar?
  4. ¿Cómo puedo llamar a mi país?

PROFICIENCY EXAM REVIEW

Eighth Grade

FAMILY LIFE / LEISURE ACTIVITIES
1. COMMUNICATIVE AIM: Students will be able to:
  1. Discuss what they used to like to do when they were children
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. The imperfect past tense
3. CULTURAL UNDERSTANDING: Students will understand:
  1. That many of the same childhood pastimes enjoyed in the United States are also enjoyed in other Spanish-speaking countries.
  2. That some games are particular to specific cultures
4. ESSENTIAL QUESTIONS:
  1. ¿Qué hacías cuando eras niño(a)?
  2. ¿Cómo eras cuándo eras más joven?
  3. ¿Cuál era sus pasatiempos favoritos, comidas favoritas, juguetes favoritos, etc.?
  4. ¿Adónde te gustaba irte?

FAIRY TALE UNIT
1. COMMUNICATIVE AIM: Students will be able to:
  1. Read, understand, tell and write fairy tales
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. The imperfect past tense
  2. The preterite past tense
3. CULTURAL UNDERSTANDING: Students will understand:
  1. That legends and fairy tales often serve a purpose, often moral or cautionary, that often reflect the cultural and temporal context of its origin.
  2. That many stories from the target cultures will be familiar to students, and some may be unfamiliar.
4. ESSENTIAL QUESTIONS:
  1. ¿Qué pasó en el cuento?
  2. ¿Cómo son los personajes?
  3. ¿Cuál es la moraleja del cuento? ¿Es importante esta moraleja, en tu opinión? ¿Por qué o por qué no?
  4. ¿Hay símbolos en el cuento? ¿Cuáles son y qué representan?
  5. ¿Si podrías cambiar el cuento, cómo lo cambiarías y por qué?
  6. ¿Qué harías si eras en la situación de uno de los personajes?
  7. ¿Hay un cuento moderno que es similar a este cuento? ¿Cuál? ¿Cómo es similar? ¿Cómo es diferente?

PHYSICAL ENVIRONMENT/CURRENT EVENTS
1. COMMUNICATIVE AIM: Students will be able to:
  1. Discuss what they would do, if given the opportunity
  2. Discuss their future plans, or to make predictions about the future
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. The conditional tense
  2. The future tense
3. CULTURAL UNDERSTANDING: Students will understand:
  1. That conservation is a global issue in which the Spanish-speaking world also plays a role
  2. Concerns of young people in the Spanish-speaking world about the future
4. ESSENTIAL QUESTIONS:
  1. ¿Qué harías si tenías la oportunidad?
  2. ¿Qué harás cuando eres adulto?
  3. ¿Cómo será el mundo en veinte años?

LITERATURE UNIT
1. COMMUNICATIVE AIM: Students will be able to:
  1. Read and understand a graphic novel version of Don Quijote de La Mancha
  2. Analyze important themes in Book I and Book II of the story, as presented in the miniseries video
  3. Consider why this novel has had such an impact on world culture, even to modern times.
  4. Observe modern characters who might parallel the story of Don Quijote and Sancho Panza
2. GRAMMATICAL FOCUS: Students will be able to use:
  1. All previously-learned tenses to discuss the novel
3. CULTURAL UNDERSTANDING: Students will understand:
  1. That Don Quijote de La Mancha was the first modern novel
  2. That Miguel de Cervantes’ life influenced his themes
  3. That the power of the Spanish Inquisition required Cervantes to criticize the Catholic Church, Spanish nobility and intellectuals of the time very discreetly, and symbolically
  4. That Don Quijote is one of the most influential stories in world history, and that many modern novels, movies, theater and music reference or borrow from its themes.
4. ESSENTIAL QUESTIONS:
  1. ¿Quién era Don Quijote?
  2. ¿Era loco o soñador?
  3. ¿Era valiente o tonto?
  4. ¿Puedes pensar en un Don Quijote moderno?
  5. ¿Es mejor vivir como Sancho o como Don Quijote? ¿Por qué?

Students work on final project and review for final exam.