A World of Opportunity

FMS World Language Curriculum

 

SIXTH GRADE SPANISH

Frame: Mos. or # of Days

Content/Topic

Observable Proficiencies/Skills

NJCCCS

Performance Benchmarks/Assessments 6-8

Performance Benchmarks/Assessments 9-12

2-3 months

Let’s Introduce Ourselves

Ask someone’s name and say yours

7.1.A.1,2,4 7.1.B.4

Read scripted dialogue. Write short skits introducing a friend/teacher expressing appropriate greeting

Greet appropriately for tu/usted and time of day. Introduce person to third party and respond accordingly

   

Ask how someone is and say how you are

7.1.A.1,2,4 7.1.B.4

Given phrases, draw faces or skits reflecting emotions, health, and wellness.

Interact with others in scripted conversations (emotions, health and wellness)

   

Introduce people and say where they are from

7.1.A.1,2,4 7.1.B.4
7.2.A.2
6.1

For familiar places, ask and answer origin. Recognize Spanish-speaking countries

Ask and answer where others are from—demonstrate understanding of the Spanish-speaking world (geography).

       

*Addition of professions appropriate, time permitting.

   

Give phone numbers, the time, the date, and the day. Complete basic math problems (using ser)

7.1.A.5
7.1.C.2 5.10.A.1 

Question classmates to obtain personal information, complete basic math (distances, addition, subtraction, multiplication).

Categorize information: days & dates into seasons, before and after patterns. Complete math word problems.

   

Spell words and give e-mail addresses

7.1.A.1,4
8.1

Spell common items from dictation or picture, play scrabble with vocabulary

Spell unknown words by dictation

       

*Above activities require use of interrogatives (know common question words).
**Additionally, the first unit requires emphasis on pronunciation, inflection, and frequent practice of clear diction. Include exposure to accentuation rules. 

 

   

Culture Country: Spain

7.2.A.1,2,4 7.2.B.2
6.1, 8.1
3.5.C.1,2

Create overall brochures hard copy or powerpoint

Choose specific Spanish event for powerpoint

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

Read and respond to authentic texts regarding culture of the country and interviews with the people.

2-3 months

Getting to Know You

Describe people

7.1.A.3 7.1.B.3,4 7.1.C.2

Describe celebrities. Create monsters (read & recreate orally with partner)

Compare and contrast selves to friends. Describe classmates in second and third person

     

7.2.A.1,2,4 7.2.B.2

*Optional addition of colors and clothing to enhance descriptions

*Monitor use of adjective placement and agreement

   

Ask age and birthday. Include year of birth.

7.1.A.3,5

7.1.B.3,4 7.1.C.2

Complete chart with classmates’ age, birthday, and description (organize by birthday)

Use ser appropriately to create birthday wall with post-its for Q&A activity

   

Talk about likes/dislikes (food, sports, daily activities)

7.1.A.1,3 7.1.B.1,3,4

Respond to picture prompts on whiteboards & 4 Corners activities

Connect descriptions to likes/dislikes: given descriptions, choose appropriate likes

   

Describe things using degree of like/dislike

7.1.A.3 7.1.B.3,4 7.1.C.2

Describe class activities and objects

Students will describe class subjects and common life objects

   

Culture Country: Puerto Rico

7.2.A.1,2,4 7.2.B.2
6.1

Create Venn diagram comparing Spain to PR

Compare indigenous and conquistador elements of PR

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

Read and respond to authentic texts regarding culture of the country and interviews with the people.

 

SEVENTH GRADE SPANISH


 

Frame: Mos. or # of Days

Content/Topic

Observable Proficiencies/Skills

NJCCCS

Performance Benchmarks/Assessments 6-8

Performance Benchmarks/Assessments 9-12

2-3 months

Our Free Time

Talk about what you and others like to do (gustar)

7.A.1,2,3 7.1.B.1,2,3

Demonstrate recognition of words in TPR form & kinesthetic verb activities (charades, verb walks)

Tie likes and dislikes to personal characteristics, tie wants to likes & personalities

   

Talk about what you want to do (querer)

7.A.1,2,3 7.1.B.1,2,3

Read likes and wants to students. Have them illustrate/create a calendar of daily school activities

Orally describe and create an agenda for a given personality (activities of movie star, child, adult, neighbor)

   

Talk about everyday activities (AR verbs)

7.A.1,2,3 7.1.B.1,2,3

Q&A verb discovery: direct and indirect questions to introduce verb parts, Speed and Accuracy Charts

Match stems to endings for AR verbs

   

Say how often you do things (adverbs of frequency)

7.1.A.1,2,3 7.1.B.1,2,3

Create frequency chart (Encuentra Alguién)

Answer questions: differentiate daily verses occasional activities

   

Weather Expressions

7.1.A.1,3,4 7.1.B.1
7.2.A.2
5.10.A.1

Matamoscas weather by seasons and months

Given weather, students will provide appropriate activities

   

Culture Country: Texas

7.2.A.1,2,4 7.2.B.2
6.1, 1.1
3.5.C.1,2

Answer: why is Texas in the book? Compare NJ & TX

Explore Tex-Mex, Tejana music, Río Grande culture

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

Read and respond to authentic texts regarding culture of the country and interviews with the people.

     

7.2.B.2
5.10.A.1

Discuss differences of weather/seasons in Spanish-speaking countries based on geography

2-3 months

Going to School

Say what you have and need

7.A.1,2,3 7.1.B.1,2,3

Work with given list of school supplies to state haves & needs

Link school needs to specific classes

   

Talk about classes

(include adverbs of sequence)

7.A.1,2,3 7.1.B.1,2,3

1.1

Role play as guidance counselor, teacher, student to develop schedule for new student. Problem-solve with class likes and dislikes. Create a school map with extended vocabulary

Role play as new and experienced students; class needs, class descriptions, teacher description. Create & fill-in a schedule based on open-ended questions

   

Talk about plans

7.A.1,2,3 7.1.B.1,2,3

Use irregular verbs to discuss school activities, weekly/weekend plans

Develop plans for weekday and weekend based on given schedule

   

Invite someone to do something (regular & irregular ER/IR verbs)

7.A.1,2,3 7.1.B.1,2,3

Practice question words and tag questions in role-play scenarios

Use irregular verbs and idiomatic expressions to accept or deny invitations

   

Use indefinite articles and frequency words to discuss school activities

7.A.1,2,3 7.1.B.1,2,3

Compare definite and indefinite articles in Venn chart form, discuss frequency of activities in dialogue and sentence completion

Discuss near future activities and the frequency of them, Q&A with near future extension

   

Culture Country: Costa Rica

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

5.10.A.1

Compare CR schools to US schools: paragraph & debate 

Discuss eco-tourism and the importance of education in CR

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

Read and respond to authentic texts involving interviews with the people and focusing on the culture of the country (special emphasis on environmental concerns, endangered species, and government involvement).

 

2-3 months

Let’s Meet the Family

Describe people and family relationships

7.A.1,2,3 7.1.B.1,2,3

ID family members by description, complete brainteasers with extended (step, in-law) family vocab

Describe family photos physically, personally, and in relationship

   

Talk about where you and others live

7.A.1,2,3 7.1.B.1,2,3

Q&A interviews to develop conversations about houses & location

Describe pictures of houses—state locations

   

Talk about your responsibilities

7.A.1,2,3 7.1.B.1,2,3

Create chore & house map (what I do/don’t do: negation)

Link activities/chores to rooms in the house (stating and negating activities & preferences)

   

Use possessive adjectives with family members

7.A.1,2,3 7.1.B.1,2,3

State possession of items, use adjectives in family brainteasers

Use possessive adjectives to discuss activities and chores

   

Use stem-change verbs and estar to discuss activities and location of objects

7.A.1,2,3 7.1.B.1,2,3

Given a picture, students will identify location of objects, respond physically to location prompts

Students will TPR location and activities, identify action and situation in dictation/reading

   

Culture Country: Chile

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

 5.10.A.1

Discuss geographic implications of Chile’s length: impact on culture

Focus: pronunciation & accent, slang, accent, European influence, industry/ecology balance, Easter Island mystery

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

Read and respond to authentic texts regarding culture of the country and interviews with the people. Selection should include exposure to the poetry of Neruda and Mistral.

     

*7.2.B.1 applies to every goal

   

2-3 months

What’s for Dinner?

Comment on food & table settings: preferences, tradition

7.1.A.1,3,5,6 7.1.B.1,3,4 7.2.A.4

 7.2.C.2

Identify food vocabulary through matamoscas, scrabble, categorize food menus by time of day

Utilize appropriate vocabulary through varied requests and responses (pedir, ser, estar)

   

Give and take an order and make polite requests

7.1.A.1,3,5,6 7.1.B.1,3,4 7.2.A.4

 7.2.C.2

Order a scripted dialogue. Identify requests verses options (recognize pedir, ser, estar)

Spontaneous, situational dialogue between waiter and customer

   

Talk about meals
(tradition, nutrition)

7.1.A.1,3,5,6 7.1.B.1,3,4 7.2.A.4

7.2.C.2
6.1

Compare traditional foods of previous & current culture countries

Create a Spanish food pyramid (2 variations: ideal, reality)

   

Offer help and give instructions

7.1.A.1,3,5,6 7.1.B.1,3,4 7.2.A.4

 7.2.C.2

Problem solve via dialogue: resolve issues in a restaurant 

Ask for help, receive help from partner, employ advice given (follow structure of previous chores learning)

   

Use direct objects and direct object pronouns

7.1.A.1,3,5,6 7.1.B.1,3,4 7.2.A.4

7.2.C.2
8.1

Replace (food) nouns with appropriate direct objects in sentences and requests

Write instructions for a favorite recipe in Spanish: in second revision, replace nouns with direct objects.

   

Give affirmative informal commands

(teaching necessary accents)

7.1.A.1,3,5,6 7.1.B.1,3,4 7.2.A.4

 7.2.C.2

In scripted scenario, a head waiter will delegate responsibilities to his staff.

Parent gives instructions to children: children will TPR according to direction

   

Culture Country: Mexico

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

6.1

Emphasis on art and culture of indigenous people—how culture impacts foods

Emphasis on indigenous cultures, city vs. country conflict

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

6.1

Read and respond to authentic texts regarding culture of the country and interviews with the people.

*At any appropriate time, students can use Expresate Lab, which has been installed into the appropriate lab room: students may need to bring personal headphones*

 

EIGHTH GRADE SPANISH


 

Frame: Mos. or # of Days

Content/Topic

Observable Proficiencies/Skills

NJCCCS

Performance Benchmarks/Assessments 6-8

Performance Benchmarks/Assessments 9-12

2-3 months

Health & Well-Being

Talk about your daily routine (grooming & wellness activities—include body parts)

7.1.A.1,2,3,4,5 7.1.B.1,2,3

Mime activities in charades, TPR, respond orally to pictures, create daily morning/evening schedule

Respond to picture prompts, compare and contrast routines of classmates & family members, male/female differences

   

Talk about staying fit and healthy

7.1.A.1,2,3,4,5 7.1.B.1,2,3
5.10.B.2

Create an exercise routine/regiment

Discuss impact of weight and exercise on healthiness: adapting lifestyle to expert advice

   

Talk about how you feel

7.1.A.1,2,3,4,5 7.1.B.1,2,3
5.10.B.2

1.1

Role play common illnesses in visit to nurse’s office

Role play emergency illnesses with doctor/hospital visits

   

Give advice regarding nutrition and exercise

7.1.A.1,2,3,4,5 7.1.B.1,2,3
5.10.B.2

Interview classmates regarding current diet & exercise

Discuss healthy foods, impact on exercise lifestyle

   

Use negative informal commands regarding food and exercise

7.1.A.1,2,3,4,5 7.1.B.1,2,3

Create original conversation with unhealthy classmate: things to do and avoid to improve health

Spontaneous conversation regarding good and bad advice, create Goofus & Gallant comic strips to reflect opposites

   

Use object and reflexive pronouns

7.1.A.1,2,3,4,5 7.1.B.1,2,3

Expose students to basic activities: select when given multiple choice of pronouns

Differentiate between object and reflexive pronouns when given multiple choice options

 

   

Culture Country: Argentina

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

8.1

Culture focus: dances, gauchos, geographic variations between city/country

European influences on architecture, government (Perón) and education

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

Read and respond to authentic texts regarding culture of the country and interviews with the people.

2-3 months

What to Wear, When & Where

Ask for and Give Opinions on Clothing

7.1.A.1,2,3,5 7.1.B.1,2,3,4

Respond to picture prompts with likes, dislikes, scripted phrases. Create a commercial advertising a store.

Match description of fit, fashion with picture of clothing

   

Describe articles of clothing 

7.1.A.1,2,3,5 7.1.B.1,2,3,4

Match color, cost, size, material of specific clothing, create clothing fashion show

Match descriptions to clothing (grammar provided), discuss variations of countries

   

Compare articles of clothing

7.1.A.1,2,3,5 7.1.B.1,2,3,4
1.1

Using costs, material, fashion/style, fit, students will choose a preferred garment (más/menos/tan)

   

Discuss various kinds of stores and items offered

7.1.A.1,2,3,5 7.1.B.1,2,3,4 7.1.C.3

Create a mall map. Identify which stores you frequent and what items you purchase there. Detail one store.

Identify which stores they need, given a list of items, discuss preferences in shopping (with others, source of funds)

   

Ask for and offer help in a store

7.1.A.1,2,3,5 7.1.B.1,2,3,4

1.1

Role play between a customer and retailer

Contrast monetary units, style and size of clothing

   

Say where you went and what you did (shopping)

7.1.A.1,2,3,5 7.1.B.1,2,3,4

Given scenario, discuss experience at mall/store with friend, clerk, parent. 

Compare and contrast costs, style, size in varying countries through preterite

 

   

Culture Country: Florida

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

1.1

Compare FL to TX: cultural differences (Panama Disney)

Discuss explorers, St. Augustine, Cuban influence on music

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

6.1

Read and respond to authentic texts regarding culture of the country and interviews with the people.

2-3 months

Let’s Celebrate

Talk about party plans

7.1.A.1,2,3,5,6 7.1.B.1,2,3 7.1.C.1,2

Dialogue with classmates regarding party preferences (most recent birthday)

Extend, accept, and/or deny invitations to various kinds of parties. Give a reason.

   

Discuss culturally authentic parties

7.1.A.1,2,3,5,6 7.1.B.1,2,3 7.1.C.1,2
6.1

Identify holidays

Compare and contrast holidays in latino world with NJ world

   

Discuss PAST and PRESENT holidays

7.1.A.1,2,3,5,6 7.1.B.1,2,3 7.1.C.1,2
6.1

Sort given list of holidays into customs: my family verses that of my classmate: culture of common activities

Take a given party plan in present tense: students will re-create in preterite and near future

   

Prepare for a party

7.1.A.1,2,3,5,6 7.1.B.1,2,3 7.1.C.1,2

Students will write party commands to clean, set up, buy food.

Create a calendar of events (week-long) to prepare for a party.

   

Discuss party etiquette

7.1.A.1,2,3,5,6 7.1.B.1,2,3 7.1.C.1,2

Assign responsibilities during a party, introduce people to new friends.

Role-play a problem solve: one member does not complete assigned tasks: how is the party affected? What must happen?

   

Use present progressive to narrate ongoing activities

7.1.A.1,2,3,5,6 7.1.B.1,2,3 7.1.C.1,2

Given a picture prompt, students will narrate

Relay events of party to friend who is not present

 

   

Culture Country: República Dominicana

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

Choose one event and plan a party to celebrate it

Discuss variance in levels of education, respect, indigenous vs. European conflict

     

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2
6.1

Read and respond to authentic texts regarding culture of the country and interviews with the people.

2-3 months

Let’s Travel

Ask and Give Travel Information

7.1.A.1,2,3,5,6 7.1.B.1,2,3,4 7.1.C.1,2

1.1

Engage in airport role play (travelers and travel assistants—flight attendants, information desk).

Create detailed travel plans, including packing, flight, and customs information.

   

Remind & Reassure Fellow Travelers

7.1.A.1,2,6 7.1.B.1,3,4
7.2.A.1,2,4 7.2.B.2
8.1

Remind fellow travelers of necessary steps to travel

Virtual travel to Perú—remember the climate, altitude, amenities, and security concerns.

       

*These activities require use of direct object pronouns. “Did you remember the money?” “Yes, I remembered it.”

   

Talk about a Trip

7.1.A.1,2,6 7.1.B.1,3,4
7.1.C.1,3
1.1

 

Discuss a past vacation with classmates. Create a children’s book based on your adventure.

Compare and contrast past vacations with partner and classmates. Use a checklist to determine similarities & differences.

       

* These activities require use of preterite tense, including 
-car, -gar, -zar, ir and hacer

   

Express Hopes and Wishes

7.2.A.1,2,4 7.2.B.2

Your parents are planning a boring trip. Tell them what YOU want to make it better.

Read travel description of 2-3 places in Perú. Choose which you prefer to visit; explain why.

 

   

Informal Commands, Including Spelling-change, Irregular Verbs

7.1.A.1,2,6 7.1.B.1,3,4

1.1
 

Role play as a parent—tell your child how to prepare for the trip ahead.

Given a list of travel infinitives, decide which are affirmative & negative: bring your toothbrush/ don’t forget your teddy bear.

   

Verbs + Infinitives

7.1.A.1,2,6 7.1.B.1,3,4
1.1

Write a postcard including as many activities as possible.

Write a comic strip illustrating what you want to do on vacation (or write captions for a given cartoon).

   

Culture Country: Perú

7.2.A.1,2,4 7.2.B.2
3.5.C.1,2

6.1

Study the impacts of the Incan culture on Perú today.

How does Perú’s geography affect culture and history?

     

7.2.A.1,2,4 7.2.B.2

3.5.C.1,2

6.1

Read and respond to authentic texts regarding culture of the country and interviews with the people.

     

*7.2.B.1 applies to every goal

   

*At any appropriate time, students can use Expresate Lab, which has been installed into the appropriate lab room: students may need to bring personal headphones*


 

COURSE: SPANISH LEVELS 1-2: ADDENDUM FOR USE BY MIDDLE SCHOOL TEACHERS

 

This curriculum is intended for use in Spanish levels 1-2 in the middle or high school setting. The performance benchmarks are designed to differentiate between the grades, and to ensure that students repeating units of study are not repeating activities. All middle school students will complete ten thematic units during levels 1-2. Please remember that students are grouped into two tracks. Honors students will be challenged to a greater depth of study through use of the Exprésate materials. Lower-level students will receive an appropriate level of instruction, completing thematic units 6-10 with non-Exprésate supplemental materials.

During sixth grade, students will complete the first and second thematic units (Let’s Introduce Ourselves, Getting to Know You). Additionally, they can add the following units as necessary. These units are detailed in the 2006 Flex Curriculum. Options include: Introduction to Animals and Adjectives, Overview of the Spanish-Speaking World, Spanish Influence on English (Cognates), Introduction to Parts of the Body and Classroom Commands. Other non-flex options include Around the Town, Professions, and Children’s Stories. Students should leave sixth grade Spanish with the basic understanding of verb conjugation (AR, ER, IR, ser, estar), noun & adjective agreement, and interrogative words (high-frequency questions).
 

SIXTH GRADE ITALIAN I

Time Frame: Months or # of Days Content/Topic Observable Proficiencies/Skills NJCCCS Performance Benchmarks/Assessment
<1 week Spanish Influence on English (Cognates) Student will recognize the interdependence of Spanish and English by becoming aware of Spanish words and expressions in everyday English. 7.1.A.2,4,5, 7.1.B.4, 7.1.C.4, 7.2.A.4 TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT Identify a minimum of 20 cognates. Students will categorize cognates appropriately (ie: food, clothing, places).
1-2 weeks Introduction to Greetings & Alphabet The student will demonstrate the ability to comprehend and use common phrases in everday conversation. The student will demonstrate the ability to recognize and pronounce the letters of the alphabet and be able to spell various dictated words in the target language. The student will learn the differences between the English alphabet and that of the target language. 7.1.A.2,4,5, 7.1.B.2,3,4, 7.1.C.2, 7.2.A.1, 7.2.B.1 TSWBAT role play an appropriate introductory conversation based on a situation given by the teacher (formal and informal). TSWBAT spell dictated words orally and in writing.
2-3 weeks Introduction to Numbers 1-50, the Calendar, Weather, & Seasons The student will demonstrate the ability to count and spell each number from 1-50 in the target language. The student will be able to demonstrate the ability to recognize, recall, and recite each day, month, and season, important cultural celebrations, and describe weather throughout the year. 7.1.A.3-5, 7.1.B.3,4, 7.1.C.1, 2, 7.2.C.1,3 TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT compare weather in 5 Spanish-speaking countries OR chart the local seasonal weather for 5 days. TSWBAT create and solve basic math problems, comparing contemporary math with Maya math (see Spanish is Fun book). *Optional increase of numbers 1-100.
2 weeks Introduction to Colors & Classroom Objects The student will identify classroom objects and describe them according to color, gender, and quantity (ie: Hay un libro blanco y tres plumas negras). 7.1.A.3, 4, 7.1.B.3,4, 7.1.C.2 TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT create a shoebox diarama of the classroom with a key identifying 20 words. *Optional addition of the verbs SER.
1-2 weeks Introduction to animals and adjectives The student will be able to identify wild animals by picture. The students will be able to describe the animal and demonstrate the sound made in the target language. 7.1.A.1,3,5, 7.1.B.1,4, 7.1.C.2, 7.2.A.3 TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT match 20 wild animals to their given sounds and describe predators vs. prey with appropriate colors and a minimum of 5 adjectives.
2 weeks Introduction to Myself The student will be able to identify personality traits and physical characteristics of themselves and others. 7.1.A.3, 5, 7.1.B.4,5 7.1.C.2 TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT orally describe themselves or a classmate. The student will be able to point to others after listening to teacher descriptions. TSWBAT match pictures of characters in a story to a given description. *Optional addition of the verbs SER and ESTAR.*
2 weeks Introduction to Parts of the Body and Classroom Commands The student will be able to identify body parts. The student will be able to follow classroom commands according to the directive given by the teacher. 7.1.A.1,2,5, 7.1.B.1,4, 7.1.C.2 TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT follow "Simon Dice" instructions given orally by the teacher. Through TPR, TSWBAT participate in appropriate stories, songs, and/or teacher given directives. *Optional addition of the verb TOCAR and conjugation of regular AR verbs.*
Throughout the FLEX cycle Overview of the Spanish-speaking World The student will increase knowledge of the countries that speak the target language, their locations and customs. 7.1.C.2, 3, 7.2.A.1, 7.2.C.3

TSWBAT accurately complete appropriate worksheets and participate orally on a daily basis. TSWBAT sort approximately 20 Spanish-speaking countries according to their continent, and identify at least 10 capitals. TSWBAT research 1 Spanish-speaking country and state 5 facts learned about that country. *Optional addition of indigenous cultures and interlanguage postcard exchange between other FLEX classes.

 

SEVENTH GRADE ITALIAN II

Time Frame

Theme

Vocabulary

Grammar

September-October

Welcome to Italy

Alphabet, cognates, name, introductions, informal/formal greetings, culturally significant non-verbal salutations.

 

Pronunciation, chiamarsi, stare

October-November

Welcome to Italy

express nationality, age, address, phone number, and town, physical and psychological adjectives.   

Essere, avere, abitare, vivere, numbers 1-100, gender agreement, interrogative words, in vs. a

November-December

Welcome to Italy

Classroom subjects, commands, objects and school supplies including descriptive adjectives.

Definite & indefinite articles, plural & singular endings, gender agreement of adjectives

December-January

Le stagioni e il calendario

Calendar, months, days of the week, year, birthdays

Numbers to 0-2000, review of essere, review of avere, possessive adjectives (il mio, il tuo, il suo)

January-February

Le stagioni e il calendario

Weather & seasons

fare

February-March

Le stagioni e il calendario

Telling time, times of the day, time vocab.

Military time

Review of numbers

Review of essere

Review of articles

March-April

Family

Family vocabulary, review of physical and psychological characteristics, introductions of others

Possessive adjectives

Review of essere, avere, gender agreement, numbers, articles

April-May

In citta e in campagna

City and country, animals

 

Throughout the year as appropriate

Le feste

   


 

ITALIAN II

Time Frame

Theme

Vocabulary 

Grammar

September

review

Alphabet, cognates, name, introductions, informal/formal greetings, express nationality, age, address, phone number, and town, physical and psychological adjectives,  classroom subjects, commands, objects and school supplies including descriptive adjective, classroom subjects, commands, objects and school supplies, calendar, months, days of the week, year, birthdays, weather, seasons, telling time, times of the day, time vocabulary, family vocabulary, introduction of others, city, country, animals

Grammar from 6th grade

October-November

Family

Nuclear and extended families, marry/single, divorce, girlfriend/boyfriend, wife/husband, career, chores,  review physical and personality traits  

Review fare, review avere, review definite articles, possessive adjectives, present tense venire, review essere 

November-December

House

Furniture, rooms in the house, types of housing, geographical locations (cities and suburbs), house floors, review address  

Review avere, review indefinite articles, review possessive adjectives, prepositions, ordinal numbers, review of colors, noun-adjective agreement, abitare, vivere,  

January

Health and Well-Being

Body parts, pastimes, Italian sports, feelings,

Review avere, idiomatic expressions with avere, piacere (likes/dislikes), review essere, sentire, giocare

February- March 

What to Wear 

Clothing and accessories, casual vs formal use, review weather, days, months, date, and seasons, review colors, european vs US sizes, pricing in Euros, fabrics, describing others clothing 

Portare, mettere, indossare, subject pronouns, present tense andare, review noun-adjective agreement, review possessive adjectives,  

March-April

Food 

What to eat and when, foods in the main meals (breakfast, lunch, dinner, dessert, snack), table settings, expressions preferences, expressing courtesy, units of measurements/weight, indigenous products, delicious/disgusting, salty/sweet, spicy 

Mangiare, bere (verbs specific to eating, preferire (-isc verbs), review piacere, pranzare, cenare, comprare 

April-May 

Morning to night 

Express sequence of events using ordinal numbers

Review fare, -ire verbs, ask and tell time in which activities take place, expressions with fare, expressions with time, review prepositions 

Throughout the year as appropriate

Le feste

   

 

EIGHTH GRADE ITALIAN

Time Frame

Theme

Vocabulary 

Grammar

September-October

Ripasso (Review)

Review of all vocabulary from 6th & 7th grade Italian

Review of all grammatical points from 6th and 7th grade

November-January

Negozi e spese 

 

Essential Question:

 

How does the food shopping experience in Italy compare to that in the United States?

Specialty food stores and products sold there, regional markets, food adjectives, supermarkets, quantity, price, money, adverbs of comparison, shopping vocabulary, interrogative words

Verbs fare, andare, desiderare, vendere, comprare, costare, pagare, spendere, modal verbs (dovere volere, potere)

 

I comparativi

 

Preposizioni articolati (a & di)

February- April

Una settimana della mia vita

 

Essential questions:

 

What does a week in my life look like?  

 

What does my daily routine look like? 

 

How often do I participate in my activities?

Idiomatic expressions

 

Questions expressing “how often”

 

Adverbs of frequence time (often, every day, sometimes, always, etc.)

Verbs ritornare, arrivare, partire, uscire, venire, dire, stare

 

Irregular ire verbs with isc 

 

Preposizioni

 

Preposizioni articolati

 

Reflexive verbs

 

Grammar rules for idiomatic expressions

April-May

Buon viaggio in Italia


 

Modes of travel transportation (i.e. airplane, car, train, boat, bicycle, bus, metro, cruise, etc.)

General travel vocabulary 

 

suitcase, hotel, type of hotel and hotel room types, reservations, payment options, tourist vocabulary, etc.

Airplane and airport vocabulary flight information, customs, passport, carry on luggage, arrival and departure, flight attendant, pilot, first class and economy class, etc.

Train and train station vocabulary 

 

June

Le vacanze Italiane

 

What would a trip to Italy mean to me?  What types of things would I see and experience? 

Spiraling of vocabulary for leisure activities and travel

 

Vocabulary for plans specific to mountain and sea locations

Review of all regular and irregular past tense verbs

 

Verbs riposarsi, nuotare, rilassarsi, abbronzarsi, brucciarsi in present and past tense

Throughout the year as appropriate

Le feste

   

 

FRENCH

COURSE:  FRENCH – LEVEL 1           MSD Curriculum Map                                       GRADE Level: FMS 6 & MHS

Frame:

Months or 

# of Days

 

Content/Topic

 

Observable Proficiencies/Skills

 

NJCCCS

 

Performance Benchmarks/Assessment 6-8

 

Performance Benchmarks/Assessment 9-12

           
 

FMS- 

10         

Weeks





 

MHS & 6

8 weeks

 

Let’s Introduce Ourselves

 

-Pronounce the alphabet using common French names and words

-greet and say good-bye 

-introduce themselves and others

-use the verb “être” to express who they are and where they are from

-recognize and use numbers in giving address, telephone number, and age

-Express date, time, weather, and seasons.

GRAMMAR:  

-indefinite articles

-present tense of être

 

7.1 A.2, 4, 5

7.1 B 2, 3, 4

7.1 C2, 4

7.2 A1

7.2 B1

7.2 C2

 

SWBAT create a dialogue introducing themselves using appropriate salutations, French names, expressing where they are from, age, and relation.

 

SWBAT create a calendar including days, months, dates, seasons, and typical weather.

 

SWBAT recognize and demonstrate culturally significant nonverbal salutations within real-life situations.

 

SWBAT role play a scene introducing a new friend to their parents. 

SWBAT exchange common greetings, ask and respond to questions.

SWBAT illustrate and label the four seasons and the weather for each season.

 

FMS- 

10 weeks



 

MHS & 6

5 weeks

 

Let’s Meet the Family

 

-Describe family members  

-express relationships between family members (age 1-100, physical traits membership, origin, nationality)

-express similarities and differences among families

-Optional:  Occupations of family members

 

GRAMMAR:  

-definite articles

-subject pronouns

-present tense of “avoir”

-simple descriptive adjectives

-possessive adjectives

 

7.1 A3, 4, 5

7.1 B3. 4

7.1 C2, 4

7.2 A1, 3

7.2 C3

 

SWBAT create a family tree of 10 or more immediate and extended family members including relationship of self and each member using possessive adjectives.  SWBAT orally present family tree and describe 5 members of the family using descriptive adjectives.

 

SWBAT survey classmates and report findings to the class – include age, appearance, origin, and nationality of at least 10 different family members.

 

FMS- 

 

16 weeks




 

MHS & 6

6 weeks

 

La Vie Quotidienne

(Free Time Activities, Going to School, Lunchtime Foods)








 
 

-Discuss daily schedule; ask and answer questions about classes, teachers, times of classes, and objects in the classroom.  

-Compare and contrast U.S. and target language schools (classes offered, grading systems, time, length of day, academic year, after-school activities).

-Give and follow class commands

 

GRAMMAR:  

-present tense of “ER” verbs -review of “être” 

-present tense of “faire” 

-negation (ne..pas) 

-formation of questions and question words

 

7.1 A1, 3, 4, 5

7.1 B1, 3, 4, 5

7.1 C 3

7.2 A1,3

7.2 C3

 

SWBAT create a school schedule identifying time of class, location, and preferences using question words, 

 

SWBAT survey classmates about leisure activities, likes and dislikes and orally present findings.  

 

SWBAT design and label a poster of 8 favorite pastimes.

 

SWBAT create a poster illustrating a typical school day’s activities.  SWBAT write 2 sentences explaining each illustration and respond orally to questions about the creation.

 

Throughout the year

 

Exploring Other Cultures

 

-Identify Francophone countries 

-Become familiar with France, its major cities, and its borders

-Identify major geographical features of France 

-Become familiar with customs and culture

-Become familiar with the Tour de France

 

7.2 A1, 2, 3, 4

7.2 C3

 

SWBAT complete a map of France labeling borders, major cities, rivers, and mountains. 

 

SWBAT teach classmates about a major city in France.

 

SWBAT complete a map of France labeling borders, major cities, rivers, and mountains. 

COURSE:  FRENCH – LEVEL 1       MSD Curriculum Map            Grade Level: FMS 7 or MHS

Frame:

Months or 

# of Days

 

Content/Topic

 

Observable Proficiencies/Skills

 

NJCCCS

 

Performance Benchmarks/Assessment 6-8

 

Performance Benchmarks/Assessment 9-12

           
 

FMS- 

 

10 weeks




 

MHS& 7H

6 weeks

 

La Vie Quotidienne

(Free Time Activities, Lunchtime Foods)








 
 

- Discuss leisure activities and favorite pastimes. 

- Discuss lunch-time foods. 

- Discuss television shows and movies. 

- Compare and contrast U.S. and target language schools (classes offered, grading systems, time, length of day, academic year, after-school activities).

 

GRAMMAR:  

- Review present tense of “ER” verbs 

- “être” 

- “faire” 

- negation (ne...pas) 

- adjectives 

- formation of questions and question words

 

7.1 A1, 3, 4, 5

7.1 B1, 3, 4, 5

7.1 C 3

7.2 A1, 3

7.2 C3

 

SWBAT interview a classmate with appropriate question words and orally present findings to class. 

 

SWBAT use at least 10 –er verbs in discussing leisure activity preferences. 

 

SWBAT write a personal ad describing themselves and their interests

 

SWBAT choose a personal ad and respond to the sender.

 

FMS-

15 weeks



 

MHS & 7H

6 weeks

 

People and Possessions

 

- Identify common objects and possessions

- Using additional adjectives (colors, size, appearance, nationalities, etc.)

- Describe people and possessions  

 

GRAMMAR: 

-adjective placement and agreement 

-prepositions of place

-definite vs. indefinite articles

-“Il est” vs. “C’est” 

-possessions using “de”

-“avoir” expressions

 

7.1 A3, 4, 5

7.1 B3, 4, 5

7.1 C1

7..2 A1, 3, 4

 

SWBAT present a student-made collage or poster  describing a variety of photos (giving nationalities, physical and personality traits, and ages of individuals shown).

 

Using a picture prompt, SWBAT write a brief paragraph which identifies and locates six personal objects in their homes.

 

SWBAT create a written description of a person of their choice which will include at least 5 physical traits, 3 personality traits, his/her nationality and age.

 

Using a picture prompt, SWBAT explain to the class the location and description of various objects in the room.

 

FMS-

10 weeks




 

MHS & 7H

6 weeks

 

Let’s Visit Our Town

 

- Identify buildings and places in the city

- Choose various means of transportation

- State at what locations various activities take place

- Identify French specialty stores

- Describe the rooms of your house.

 

GRAMMAR:  

- present tense of “aller” 

- the “futur proche”

- present tense of “venir” 

- contractions (“au, du”) 

- ordinal numbers

- stress pronouns

 

7.1 A1, 3, 4, 5

7.1 B1, 3, 4

7.1 C2, 3

7.2 A1

7.2 C1, 2

 

SWBAT create a village identifying the major buildings and streets.  OR

SWBAT create a house identifying the rooms and what is done in each.

 

SWBAT explain how to move from one location to another and what you do there

 

SWBAT write a paragraph  identifying at least 10 buildings in their neighborhood and explaining what takes place in each building. OR

 

SWBAT write a paragraph about their home and what takes place in each room.

 

Using a map of a town, SWBAT follow oral directions getting from one place to another.

 

Throughout the year

 

Exploring Other Cultures

 

- Introduction to Canada (Montreal and Quebec)

- Leisure activities

- Film, television, music

 

7.2 A1, 2, 3, 4

7.2 C3

 

SWBAT identify popular sites in French-speaking Canada

 

SWBAT create a TV/Movie guide and describe the programs

 

SWBAT introduce classmates to a French song

 

 

COURSE:  FRENCH – LEVEL 1       MSD Curriculum Map                                 Grade Level: FMS 8 & MHS

Frame:

Months or 

# of Days

 

Content/Topic

 

Observable Proficiencies/Skills

 

NJCCCS

 

Performance Benchmarks/Assessment 6-8

 

Performance Benchmarks/Assessment 9-12

 

FMS -

8 weeks




 

MHS & 8H

5 weeks

 

What to Wear, When and Where?

 

- Identify clothing items by color, size, price, and appearance; 

- State where various clothing items and accessories can be purchased; 

- Inquire and respond to questions concerning appropriate clothing choices for different weather conditions and occasions.

 

GRAMMAR:  

- spelling-changing verbs (acheter, préférer, mettre)

- “IR” and “RE” verbs in the present tense; comparisons, irregular adjectives (beau, nouveau, vieux) 

- demonstrative adjectives

 

7.1 A3, 4, 5

7.1 B3, 4

7.1 C 1

7.2 A3, 4

 

SWBAT organize in groups a fashion show including the following components and communicative proficiencies: *theme

*music

*description of modeled clothing

*where clothing is purchases

*price

 

SWBAT create a clothing catalogue/ or boutique selling at least 15 different items of clothing and identifying colors, sizes, and price.

 

SWBAT write a descriptive essay of 3 paragraphs describing clothing items shown in a picture.

 

FMS – 10 Weeks

 

Travel to Paris

 

- Identify airport and airplane vocabulary

- Review weather

- Review clothing

- Identify sites

- Ask for, give, and follow

- Inquire about and use Paris transportation systems

 

GRAMMAR: 

- review present tense of regular and irregular verbs 

 

7.1 A1, 3, 4

7.1 B1, 3, 4

7.1 C1

7.2 A2

7.2 B2

7.2 C1

 

SWBAT plan a weekend vacation to Paris

 

SWBAT express preferences and dislikes

 

SWBAT describe weather conditions during their trip

 

SWBAT create a passport

 

SWBAT write a post card

 

SWBAT ask for, give, and follow directions using Paris transportation

 

SWBAT identify pictures of important sites

 

SWBAT discuss what items they have in their suitcases

 
 

FMS -

10 weeks

 

What’s for Dinner?

 

- Identify foods eaten

- Categorize foods into appropriate food groups and express preferences

- Compare and contrast a student’s weekly diet with that of a classmate after maintaining a food log of everything eaten

- Identify specific shops in France and what is sole in each

- Explain how to set the table

- Create a restaurant/café menu to be used in a dialogue

- Compare and contrast eating habits between French-speaking countries and the United States.

- Create a chart or Venn diagram which includes times of day when meals are eaten, typical foods prepared for each meal

 

GRAMMAR:  

- vouloir

- boire

- partative

- comparisons (plus que, moins que, aussi que)

 

7.1 A3, 5

7.1 B3, 4

7.1 C2

7.2 A1

7.2 B1

 

SWBAT identify a variety of foods eaten at each meal

 

SWBAT state where food items can be purchased

 

SWBAT express food preferences and choices

 

SWBAT compare and contrast eating customs in the US and the target country (meal times, table etiquette, table settings)

 

SWBAT create and present a restaurant dialogue

 
 

FMS-

8 weeks

 

Health & Well-Being

 

- Identify parts of the body

- Express well-being, discomfort, and illnesses

- Describe healthy foods and activities

 

GRAMMAR: 

- avoir expressions

- dormir

- à la, à l’, au, aux 

- verb conjugations 

- introduction to passé composé with regular verbs 

 

7.1 A

7.1 B

7.1 C

 

SWBAT role-play a visit tot he doctor, specifying the following:

- discomfort or illness

- parts of the body

- doctor’s orders

 

SWBAT create a food pyramid of healthy foods

 

SWBAT keep an activity journal in the past tense and share with a classmate. The classmate must give advice regarding healthy practices.

 
 

FMS - Throughout the year

 

Exploring Other Cultures

 

- Introduction to Paris and its sites

- French cuisine

- Newspapers and magazines

 

7.2 A1, 2, 3, 4

7.2 C3

 

SWBAT plan a weekend vacation in Paris explaining where they will stay, what they will visit, and what they will eat.

 

SWBAT read and explain authentic French articles

 

SWBAT identify major Parisian sites.