Dover Sherborn Middle School Curriculum Road Maps

 

 

Course Title:                 7th Grade Spanish                   Grade:     7      

 

Unit:                             Chapter 7 – Travel                                        

Month Presented:    September-October                      Unit Length (in weeks):  5       

 

Essential Question (s):

 

Where would you like to go on vacation?   ¿Adónde quisiera ir de vacaciones?

What’s the weather like?        ¿Qué tiempo hace?

What is Mexico like?         ¿Cómo es México?

 

 

Learning Objectives:

 

Students will:

  • discuss vacation choices and activities
  • talk about the weather
  • discuss what to take on a trip

 

Skills:

 

  • vocabulary pertaining to travel and weather
  • vocabulary pertaining to grammatical terminology is also introduced.  For example, students learn the difference between a conjugated verb and an infinitive verb.  They learn about the three different categories of verbs, regular, irregular, and stem-changing.  They learn how to use the resources available to them, such as the verb chart located in the back of the book. 
  • Grammatical concepts such as stem-changing verbs, when to use infinitive verbs, and the personal ‘a’ are introduced.

 

 

Instructional Strategies & Activities:

 

To practice listening comprehension: 

Teacher will:

  • speak to students  in the target language, uses the language lab (audio and video
  • offer TPR instruction

Students will:

  • identify key vocabulary through board work, the overhead projector, (fly swatter), Bingo, 21 questions, memory activities.

 

To develop speaking skills, students will:

  • speak together in paired activities, or through "inside / outside circle", rotating partners
  • create and answer questions using organizational charts and other visual aids
  •  re-tell a story through the use of pictures. 
  • talk about the daily weather.

 

To develop reading skills, students will:

·        read aloud from text, ¿Qué Tal? scholastic reader, and other materials

·        develop strategies to "guess" any unfamiliar vocabulary through context, using graphic organizers

·        partake in cooperative learning activities such as jigsaw

·        translate text - each group takes a paragraph to translate - whole group comes together to put together reading. 

 

To develop writing and computer skills, students will complete nightly homework assignments such as:

  •  "fill in the blanks"
  •  changing a paragraph from singular to plural
  •  creating questions for a classmate

 

As a final project, students will:

·        create travel brochures on the computer, highlighting an area of Mexico.  Written completely in Spanish, the brochure outlines

1.      geography

2.       the weather

3.      places of interest.

 

 In pairs, students work together on research, layout of brochure, and writing.  A graphic organizer is given to serve as a guide for organizing and writing information for each page of the brochure.  Before their final draft, peer editing, correction keys, and dictionaries are used.  Final copies are printed in color.

 

Cultural Strand:

 

Brochures described above highlight different areas of Mexico.

 

Materials Utilized:

 

Overhead projector, ancillary materials, white boards, markers, flash cards, situation cards, easel, maps, Koosh ball, fly swatters, worksheets, correction keys, and dictionaries

 

Assessment Strategies:

 

Bi-weekly  listening comprehension assessments given (true / false)

Quizzes and tests

Essay questions

Portfolios

Grids used for writing assignments, and project.