Scarsdale Middle School

Pauvre Anne:

Language Goals - Students will:

• Read a novel in its entirety in French
• Discuss the story in French
• Respond to oral and written questions 
• Assume role-playing a student in Belgium and a student in the United States

Cultural Understandings: 

• Compare private schools in Belgium to public schools in the United States
• Discuss a student’s life in Belgium and compare it to theirs
• Use Google Earth to get-to-know Namur, Belgium. 

Chapter 9: Les sports et les activités d'été

Language Goals -- Students will:

• talk about summer sports and leisure activities
• tell what one must do for each activity
• describe summer weather
• emphasize and stress whom one is talking about

Cultural Understandings -- Students will:

• talk about French vacation habits
• talk about American vacation habits
• discuss the differences between the two

Chapter 10: Les Boutiques et les Vêtements

Language Goals -- Students will:

• identify and describe articles of clothing
• state color and size preferences
• shop for clothing
• express opinions about clothing
• make observations about the venue
• compare people and objects

Cultural Understandings -- Students will:

• note the difference in metric system and our system of measure for clothing
• discuss differences in clothes shopping in France and the U.S.

Chapter 11: La Routine et La Forme Physique

Language Goals -- Students will:

• describe personal grooming habits and the daily routine
• find out and tell someone's name
• tell how people stay fit
• tell what do for themselves and others

Cultural Understandings -- Students will:

• imagine living with a French family and noting the differences in their lives
• tell what people do in the U.S. to stay fit
• tell what people do in France and other French-speaking countries to stay fit

Chapter 12: L’environnement et les droits humains

Language Goals -- Students will:

• talk about the environment and identify ways to conserve resources
• talk about Maslow’s Hierarchy and relate the levels to their basic needs
• identify ways to help other students and empathize with them when they have problems or their needs are not being met.

Cultural Understandings -- Students will:

• compare environmental concerns in the U.S. and in France
• compare children’s lives in the U.S. and in France

Chapter 13: Les Sports

Language Goals -- Students will:

• talk about soccer and other fall
• describe past actions (using avoir)
• react to situations using an exclamation

Cultural Understandings -- Students will:

• discuss soccer and its importance in France/French-speaking countries
• mention other sports that are popular
• compare these to the U.S. sports' interests

Chapter 14: L'Hiver et les Sports d'hiver

Language Goals -- Students will:

• talk about skiing, ice skating, and playing in the snow
• describe winter weather
• describe past actions (using avoir)

Cultural Understanding -- Students will:

• talk about French and Canadian winter sports

Chapter 15: La Santé et la Médicine

Language Goals -- Students will:

• describe symptoms of a minor illness, such as a cold, flu, or upset stomach
• have a prescription filled at the pharmacy
• give formal and informal commands
• play the roles of a doctor and patient

Cultural Understandings -- Students will:

• know how to get immediate medical assistance when in France
• compare French and American medical services
• compare French and American attitudes about health

Chapter 16: Les Loisirs Culturels

Language Goals -- Students will:

• go to the movies and discuss a movie
• talk about a play and going to the theater
• talk about art in general and going to a museum
• differentiate between knowledge of facts or how to do an activity and being acquainted with people, places, and culture

Cultural Understanding -- Students will:

• view Impressionist art and discuss simply the genre and a specific work

Chapter 17: L'Hôtel

Language Goals -- Students will:

• check into and out of a hotel
• describe past actions (using être)
• plan and talk about a trip to Paris

Cultural Understandings -- Students will:

• organize a trip to Paris
• navigate a neighborhood and talk about what is going on there
• compare the public transit in Paris to that of a major U.S. city

Chapter 18: L'argent et La Banque

Language Goals -- Students will:

• talk about spending habits
• exchange money in Europe
• go to the bank and make a deposit

Cultural Understanding -- Students will:

• compare and contrast American and French teen spending habits
• Common Assessment:  Paris Project

Framing Questions:

• Un voyage à Paris!  Qu’est-ce que vous allez faire avant le voyage?
• Qu’est-ce que vous avez fait pendant le voyage?
• Research Goals:
  • Students will plan a realistic three day trip to Paris.
  • Students will pick a neighborhood in which they will stay and learn to navigate their way around the city from there.

Structural Concepts:

• Students will use present, simple future,  and the passé composé tenses.
• Students will incorporate related vocabulary to describe their three-day trip.

A sample activity

• Working in groups, students will conduct research and plan a three-day trip to Madrid. 
• They will collaborate with the librarian to learn how to use guidebooks.
• They will use appropriate Apps to tour Paris by neighborhood and to learn the map of the city.

Project Format

The project will include a cover page, an introduction, an explanation of each day in Paris, pictures, and a reflection. They will cite their references.

Cultural Understandings:

• Students will plan their trip in a realistic way, taking into account mealtimes, museum hours, and business schedules with regard to the places they visit.
• They will think about the locations of their activities in relation to their hotel on a map as they plan their outlines.
• Students will plan their trip using various methods of transportation around the city.
• Students will describe their meals and tell where they eat.

They will imagine how they will “say goodbye” to Paris as part of their reflection piece.

Pobre Ana:

Language Goals - Students will: 

• Read a novel in its entirety in Spanish
• Discuss the story in Spanish
• Respond to oral and written questions 

Cultural Understandings:

• Compare private schools in México to public schools in the US
• Discuss housing options in México
• Learn about the cumbia dance in México
• Use Google Earth to get-to-know Guadalajara

Chapter 9: ¡Vamos de compras! Location: Texas

Language Goals -- Students will:

• talk about giving gifts
• ask for and give directions downtown
• comment on clothes and discuss what they are made of
• make comparisons and express preferences
• ask about prices and pay for something
• listen to people discuss clothes and respond to questions related to the conversation
• read store advertisements
• write a gift list for family and friends

Cultural Understandings -- Students will:

• compare currencies in different countries
• compare dress habits and personal care in different countries
• discuss fashion and what people think is in style
• compare how and where people shop in different countries

Chapter 10: Celebraciones Location: Texas

Language Goals -- Students will:

• talk about what they are doing right now
• ask for and give an opinion
• ask for help
• respond to requests for help
• tell a friend what to do
• describe how they celebrate holidays
• write about their favorite holiday and how they celebrate it
• talk about past events

Cultural Understandings -- Students will:

• compare holidays in the U.S. to those in the Spanish-speaking world
• explore festivals like la Tomatina, San Fermín, las Fallas, Castellers, & el Día de los Muertos
• learn about la Quinciera

Chapter 11: Para vivir bien Location: Puerto Rico

Language Goals -- Students will:

• identify body parts
• communicate what part of their body hurts
• express feelings
• talk about moods and physical condition
• describe a healthy lifestyle
• say where they went and when
• describe their day in the past, including sports practice and play
• understand ailments and make suggestions

Cultural Understandings -- Students will:

• compare sports in different countries
• see images of San Juan, Puerto Rico and a baseball game there
• learn about the relationship between Puerto Rico and the U.S.

Chapter 12: Las vacaciones ideales Location: Puerto Rico

Learning Outcomes-- Students will:

• talk about what they like to do when they travel
• make future plans
• talk about what they would like to do during a future vacation
• say where they went and what they did on a vacation in the past
• say what they need to bring in their suitcase
• design an ideal trip and write about it
• write a journal entry about a trip they took
• communicate in some travel situations

Cultural Understandings -- Students will:

• study the city of Madrid, including maps, museums, restaurants and other tourist attractions
• learn about both traditional and rejoneo bullfighting in Spain 
• compare weather and tourist attractions in various Spanish-speaking countries
• compare currencies

Unidad 1

Etapa 1 - Pasatiempos

Language Goals: Students will:

• discuss what they did and where they went last summer.
• discuss travel plans and leisure time.
• comment on airplane travel, focusing on the process of checking baggage, passing through security, chatting on the plane, interacting with a flight attendant, and going through customs.
• use preterite verbs (AR, ER, IR / CAR, GAR, ZAR / Ir, Ser, Hacer, Dar, Ver) to discuss past events and trips.

Cultural Understandings: Students will:

• examine travel etiquette and customs in Spain and Latin America.
• explore fun vacation activities in Spanish-speaking countries.
• learn about “la calle Olvera” and murals in Los Angeles.

Etapa 2

Language Goals:

• talk about art and museums.
• describe and give opinions on art.
• talk about food in greater detail.
• use stem-changing verbs in the present tense (e--ie & u--ue) to discuss visits to museums and restaurants.
• use irregular stem verbs in the preterite tense to discuss visits to museums and restaurants.

Cultural Understandings:

• discuss mealtimes in Spanish-speaking countries.
• talk about typical meals and dishes in Spanish-speaking countries.
• explore famous museums in Spanish-speaking countries.

Etapa 3

Language Goals:

• Discuss ways to communicate
• React to news
• Ask for and give information
• Talk about things and people you know
• Review eight demonstrative adjectives and learn the four remaining ones
• Learn the o to i stem-changing verbs in the preterite tense
• Learn the o to u stem-changing verbs in the preterite tense

Cultural Understandings:

• Read newspapers from Spanish-speaking newspapers and discuss current news
• Use map skills and review where Spanish-speaking countries are located

​​Common Assessment:  Madrid Project

Framing Questions:

• ¡Un viaje a Madrid! ¿Qué piensas hacer en Madrid?

Research Goals:

• Students will plan a realistic three-day trip to Madrid.
• Structural Concepts:
• Students will use simple future, other appropriate tenses, and related vocabulary to describe their three-day trip.

A sample activity

• Students will conduct research in groups and plan a three-day trip to Madrid. They will collaborate using google docs to design an illustrated project. The project will include a cover page, an introduction, plans for three days in Madrid, pictures, and references. 

Cultural Understandings:

• Students will plan their trip in a realistic way, accounting for local mealtimes, museum hours, and business schedules.
• Students will plan their trip taking into account various methods of transportation, and they will think about the locations of their activities on a map at they plan their outlines.
• Students will include information about their meals and describe local cuisine.