Scarsdale Middle School

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 with and comfortable with? 
• 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 to 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, the 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 ?

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 schedules 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 with and comfortable with?
• 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 factually 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