Hoboken Public Schools. World Language Curriculum Grade 8

Hoboken Public Schools World Language Curriculum Grade 8

World Language Grade 8 HOBOKEN PUBLIC SCHOOLS Course Description The Hoboken Public School District has designed the following World Language Curriculum to educate students on the language and culture of French and Spanish speaking countries. Each unit is structured to successfully engage students in communicating in the language of their choice and to become familiar with cultural practices as well. The goal is to help students acquire communicative competency in the target languages. One of the most important components in effective communication is the understanding and appreciation of other cultures, as well a respect for their customs and beliefs. In addition, there continues to be a strong need to provide students with the opportunity to transfer the reading and writing skills, cultivated in formal Reading and Language Arts programs, to the study of other languages. Reading and writing abilities do not diminish because the student has progressed to the study of other languages. They are enhanced by it. Using the New Jersey Core Curriculum Standard provided by the New Jersey Department of Education the department has sought to create a world language program that encompasses skill development in the areas of linguistics, cultural awareness, as well as reading and writing. Techniques and technologies such as cooperative learning, interactive Internet activities, portfolio assessments, and critical thinking all have a place in modern language learning, regardless of the language. By using a spiraling approach, and a combination of techniques, communicative topics can be introduced, expanded and reinforced over a two year period. This differentiated range of activities will allow teachers to accommodate the visual, auditory, tactile, and kinesthetic learners. The ultimate goal of the World Language program is to provide students with a richer understanding of the world around them, both linguistically and culturally. Course Resources Ø Skim and scan culturally authentic audio, video, or written text from electronic information sources and other sources to identify information about people (e.g. physical characteristics, personality qualities, and age). Ø Videos in a wide- range of languages: http://dotsub.com/ Ø Search youtube.com in the target language using key words related to the targeted theme. Ø Click on preferences at: http://www.bing.com/ Ø Internet television from around the world: In some cases the sites have short archived video clips that may be appropriate for some of the targeted themes.

Pacing Guide Grade 8 Units Discussing Plans Sequencing Events Extending Invitations Sports The Weather Time Period 5 Weeks 5 Weeks 8 Weeks 5 Weeks 8 Weeks Unit 1 Discussing Plans Unit 1 1 Week Unit 1 Overview Discussing and expressing after school plans and activities both intrapersonally and interpersonally in written & oral forms using the present and future forms of verbs and appropriate vocabulary. Essential Questions Ø How do I talk about what I like to do? Ø How do I describe my favorite activities & hobbies? Ø How do I respond to others when they describe their plans? Ø How do I express what I m going to do in the future? Essential Learning Outcomes Ø Students will be able to examine the appropriate vocabulary for after activities and places they know. school plans and Ø Students will be able to understand the expression of what will be done in the future. Ø Students will be able to explore the comparison between popular activities in Source Culture and Target Culture. Technology Infusion 8.1.8.A.1 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 Demonstrate knowledge of a real world problem using digital tools. Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results

Standards Addressed: Recognize familiar spoken or written words and phrases 1 contained in culturally authentic materials using electronic 2 3 4 5 Differentiation information and other sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics. Ø Modified Questions for Lower/Advanced Learners Ø Frequent check ins/close proximity monitoring Ø Creation of Anchor Charts for Extended Learning Ø Modified Assessments Assessments Ø Discussion Ø Oral Presentation Ø Essay Writing Ø Conversation Café Ø End of Unit Assessments Ø Daily End of Class Exit Tickets 21 st Century Learning Connection "21st century skills" are the skills that today's students will need to be successful in this ever-changing world. The most recognizable of these skills are the 4C's: communication, collaboration, critical thinking and creativity. However, 21st century skills also include social and emotional intelligence, technological literacy and problem solving abilities. These skills emphasize "application of knowledge" and go beyond rote memorization. Unit 2 Sequencing Plans Unit 2 5 Weeks Unit 2 Overview Discussing and expressing events both intrapersonally and interpersonally in written & oral forms using appropriate sequencing terminology.

Essential Questions Ø How do I talk about my day? Ø How do I talk about different events? Ø How do I express the order of different events? Ø How do I respond to others when they discuss different events and their order? Essential Learning Outcomes Ø Students will be able to explore the appropriate vocabulary for different events, occurrences & daily activities. Ø Students will be able to understand how the expression of different events & activities in sequential order. Technology Infusion 8.1.8.A.1 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 Demonstrate knowledge of a real world problem using digital tools. Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results Standards Addressed: 1 2 3 4 5 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics.

Differentiation Ø Modified Questions for Lower/Advanced Learners Ø Frequent check ins/close proximity monitoring Ø Creation of Anchor Charts for Extended Learning Ø Modified Assessments Assessments Ø Discussion Ø Oral Presentation Ø Essay Writing Ø Conversation Café Ø End of Unit Assessments Ø Daily End of Class Exit Tickets 21 st Century Learning Connection "21st century skills" are the skills that today's students will need to be successful in this ever-changing world. The most recognizable of these skills are the 4C's: communication, collaboration, critical thinking and creativity. However, 21st century skills also include social and emotional intelligence, technological literacy and problem solving abilities. These skills emphasize "application of knowledge" and go beyond rote memorization. Unit 3 Extending Invitations Unit 3 8 Weeks Unit 3 Overview Students will be able to extend and accept invitations, speak appropriately on the phone, express feelings and emotions, express where they are coming to and from, and express what just happened. Essential Questions Ø How do I accept or extend an invitation? Ø How do I speak appropriately on the phone? Ø How do I express where I or someone else is coming from or to? Essential Learning Outcomes Ø Students will be able to explore how to use appropriate vocabulary for extending and accepting invitations. Ø Students will understand that appropriate vocabulary and the verb venir used to express where someone is coming to or from. Technology Infusion 8.1.8.A.1 8.1.8.A.2 Demonstrate knowledge of a real world problem using digital tools. Create a document (e.g. newsletter, reports, personalized learning

8.1.8.A.3 8.1.8.A.4 plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results Standards Addressed: Recognize familiar spoken or written words and phrases 1 contained in culturally authentic materials using electronic information and other sources related to targeted themes. 2 3 4 5 Differentiation Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics. Ø Modified Questions for Lower/Advanced Learners Ø Frequent check ins/close proximity monitoring Ø Creation of Anchor Charts for Extended Learning Ø Modified Assessments Assessments Ø Discussion Ø Oral Presentation Ø Essay Writing Ø Conversation Café Ø End of Unit Assessments Ø Daily End of Class Exit Tickets 21 st Century Learning Connection "21st century skills" are the skills that today's students will need to be successful in this ever-changing world. The most recognizable of these skills are the 4C's: communication, collaboration, critical thinking

and creativity. However, 21st century skills also include social and emotional intelligence, technological literacy and problem solving abilities. These skills emphasize "application of knowledge" and go beyond rote memorization. Unit 4 Sports Unit 4 5 Weeks Unit 4 Overview Students will be able to name common sports and the equipment used to play them, express what sports they participate in, conjugate stem changing verbs, make comparisons, and express who and what they know. Essential Questions Ø How do I name the equipment used for specific sports? How do I express what sports I or others plays? Ø How do I compare two or more activities, peoples, or items? How do I conjugate a stem changing verb? Ø How do I express what I know how to do or what information I know? Ø How do I express who I know, or the places I know? Essential Learning Outcomes Ø Students will be able to explore the importance of appropriate vocabulary and the verb jugar for describing sports, the equipment used, and what sports one plays. Appropriate vocabulary for making comparisons. Ø Students will be able to understand the importance of appropriate techniques for conjugating a stem stem changing verbs in context. changing verb. Vocabulary necessary in order to appropriately use Ø Students will discover that the verb saber to express what someone knows or knows how to do. Ø Students will explore that the verb conocer to express who someone knows, or the places someone is familiar with. Technology Infusion 8.1.8.A.1 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 Demonstrate knowledge of a real world problem using digital tools. Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results

Standards Addressed: 1 2 3 4 5 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics. Differentiation Ø Modified Questions for Lower/Advanced Learners Ø Frequent check ins/close proximity monitoring Ø Creation of Anchor Charts for Extended Learning Ø Modified Assessments Assessments Ø Discussion Ø Oral Presentation Ø Essay Writing Ø Conversation Café Ø End of Unit Assessments Ø Daily End of Class Exit Tickets 21 st Century Learning Connection "21st century skills" are the skills that today's students will need to be successful in this ever-changing world. The most recognizable of these skills are the 4C's: communication, collaboration, critical thinking and creativity. However, 21st century skills also include social and emotional intelligence, technological literacy and problem solving abilities. These skills emphasize "application of knowledge" and go beyond rote memorization. Unit 5 Weather Unit 5 8 Weeks Unit 5 Overview Discussing and expressing different seasons, weather conditions & climate types both intrapersonally and interpersonally in written & oral forms using appropriate vocabulary & grammatical structures, discuss

appropriate clothing options for specific weather situations, express feelings in certain situations, replace direct objects with direct object pronouns, and express what is happening right now. Essential Questions Ø How do I talk about the weather? Ø How do I describe seasons? Ø How do I say what temperature it is? Ø How do I talk about what is done in different climates? Ø How do I talk about what people wear in different types of weather? Ø How do I respond to others when they tell me about the weather & climates? Ø How do I express what is happening right now? Essential Learning Outcomes Ø Students will understand the importance of appropriate vocabulary for different weather conditions, climate types, locations, and temperatures. Ø Students will understand the correlation between weather conditions & activities. Correlation between weather/climate and clothing. Comparison between weather in this country and weather in Target Language Countries. Ø Students will explore the importance of the appropriate usage of tener expressions used to describe how people feel. Ø Students will be able to understand the present progressive tense to express what is happening right now. Technology Infusion 8.1.8.A.1 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 Demonstrate knowledge of a real world problem using digital tools. Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results Standards Addressed: 1 2 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

3 4 5 Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics. Differentiation Ø Modified Questions for Lower/Advanced Learners Ø Frequent check ins/close proximity monitoring Ø Creation of Anchor Charts for Extended Learning Ø Modified Assessments Assessments Ø Discussion Ø Oral Presentation Ø Essay Writing Ø Conversation Café Ø End of Unit Assessments Ø Daily End of Class Exit Tickets 21 st Century Learning Connection "21st century skills" are the skills that today's students will need to be successful in this ever-changing world. The most recognizable of these skills are the 4C's: communication, collaboration, critical thinking and creativity. However, 21st century skills also include social and emotional intelligence, technological literacy and problem solving abilities. These skills emphasize "application of knowledge" and go beyond rote memorization.