Spanish 8

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Listening and viewing with intent supports our acquisition and understanding of a new language.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
.
Creative works
represent the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.

Content

Learning Standards

Content

Spanish letter patterns
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity
Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place
A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
common, high-frequency vocabulary, sentence structures, and expressions
e.g., everyday observations about weather, food, clothing, daily activities
, including:
  • types of questions
    e.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…?
  • time and frequency
    e.g., hoy, ayer, mañana, todos los días, siempre, a veces, nunca
  • descriptions of people and objects
  • comparisons
    using expressions such as menos...que; más…que; tan...como (e.g., Ana es más alta que Pedro)
  • personal interests, preferences, emotions, and physical states
    e.g., prefiero…porque…; Tengo miedo…; Ella está enferma
  • beliefs and opinions
    e.g., Creo que…; En mi opinión…
past, present, and future time frames
  • Sentences change according to when events occur.
  • A change in time frame requires a change in wording.
  • Express past, present, and future time frames for common verbs in context (e.g., estoy cansada hoy; comí una pizza ayer; ellos van a jugar al golf mañana).
common elements of stories
place, characters, setting, plot, problem and resolution
cultural aspects of Hispanic communities around the world
e.g., Cuba, Panama, Dominican Republic, Bolivia, Argentina, Mexico, Spain
Hispanic works of art
e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Recognize the relationships between Spanish letter patterns and pronunciation
letter patterns that have consistent pronunciations (e.g., -ía, -mente, -dad, -ción)
Comprehend key information
e.g., ¿Cómo?, ¿Cuál?, ¿Dónde?, ¿Por qué?, ¿Cuándo?, ¿Qué?, ¿Quién?
and supporting details in speech and other texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, internet-based media, advertisements).
Comprehend meaning in stories
Use various strategies
language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding and produce oral and written language
Narrate
  • Use expressions of time and transitional words to show logical progression.
  • Use past, present, and future time frames.
stories, both orally and in writing
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration
meaning
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities

Personal and social awareness

Investigate cultural aspects
e.g., customs, activities, celebrations, clothing, dance, festivals, food, history, land, music, protocol, rituals, traditions
of Hispanic communities
Describe similarities and differences
e.g., compare the purpose of activities, celebrations, holidays, practices, and traditions
between their own cultural practices and traditions and those of Hispanic communities
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants where Spanish is spoken
with Hispanic people and communities
Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge