Scarsdale Public Schools

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.

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

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