Scarsdale Middle School

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 the 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 about 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 the French school day and theirs

At the end of mini-unit 8, students are able to:

• tell time throughout 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

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 that highlights sharing with a friend's 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