Montague Township School District
Spanish Curriculum Guide
Grade 7
2025-2026
Clancey Lane
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Description
The World Language curriculum for grades 5-8 focuses on developing proficiency in Spanish across three modes of communication: interpersonal, interpretive, and presentational. Students build competency in vocabulary, grammar, and cultural understanding through thematic units organized by communicative purpose. By grade 8, students are expected to reach Novice High proficiency, where they can use words, lists, and simple sentences to ask and answer questions, handle everyday transactions, and discuss subject matter studied in other classes. The program integrates standards from the NJ Department of Education, including career readiness, climate change education, and social-emotional learning, to prepare students as global citizens.
Big Ideas
- Communication in multiple languages expands understanding of diverse perspectives and cultures.
- Language proficiency is built through structured vocabulary, grammar, and cultural study integrated with authentic practice.
- Cultures have unique practices, products, and perspectives that shape how people think, act, and communicate.
- Regular exposure to world languages strengthens academic achievement and cognitive skills across all subjects.
- Language learners progress through proficiency levels at different rates depending on communicative mode and learning context.
Essential Questions
- How does language learning enhance understanding of culture and one's own language?
- How do Spanish speakers communicate across different situations and contexts?
- What are the similarities and differences between Spanish-speaking cultures and my own culture?
- How can language proficiency support college and career readiness?
- How do language learners develop communication skills across interpersonal, interpretive, and presentational modes?
Interpersonal Mode
Interpretive Mode
Presentational Mode
Students engage in writing and reading activities across all units, including writing descriptions, creating narratives, reading authentic passages, and expressing ideas through written communication in Spanish and English.
Students explore Spanish-speaking countries, their cultures, customs, families, schools, and lifestyles. Learning includes geographic awareness, cultural practices, and understanding diverse perspectives from target language communities.
Students create posters, presentations, skits, songs, and visual projects. They engage in dramatization, creative expression, and perform cultural activities that integrate music and performance.
Students examine climate change, environmental awareness, and recycling practices in Spanish-speaking communities. Topics include weather, animals, natural resources, and geography-related concepts.
Students use mathematics in practical contexts including time telling, ordinal numbers, counting, measuring, creating floor plans with scale, and interpreting quantitative data.
Students utilize digital tools and applications including Flipgrid, Edpuzzle, Duolingo, Quizlet, Google Tools, YouTube, and other web-based platforms for language learning, research, and project creation.
Students are assessed across the year using formative, summative, alternative, and benchmark assessments. Formative assessments include classroom activities such as dialogues, skits, and reading/listening comprehension tasks that monitor ongoing learning. Summative assessments consist of integrated performance assessments (IPAs) that require students to demonstrate all three modes of communication: interpreting authentic materials, engaging in interpersonal exchanges, and presenting information to an audience. Assessments are aligned to ACTFL proficiency levels and NJ Student Learning Standards, and teachers differentiate instruction and assessments for students with IEPs, 504 plans, at-risk learners, gifted and talented students, and English language learners.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Likes and Dislikes and Food | ✓ | ✓ | — | ✓ |
| 02Rooms in the House or Apartment | ✓ | ✓ | — | ✓ |
| 03Spanish-Speaking Countries | ✓ | ✓ | ✓ | ✓ |
| 04¿Cómo eres y cómo es tu familia? (All about me and my family) | ✓ | ✓ | — | ✓ |
| 05¿Adónde vas? (Where do you go?) | ✓ | ✓ | — | ✓ |
| 06¿Cómo es tu escuela? (Tell me about your school) | ✓ | ✓ | ✓ | ✓ |
| Coverage | 6/6 | 6/6 | 2/2 | 6/6 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Likes and Dislikes and Food | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02Rooms in the House or Apartment | ✓ | ✓ | ✓ | ✓ | ✓ |
| 03Spanish-Speaking Countries | ✓ | ✓ | ✓ | ✓ | ✓ |
| 04¿Cómo eres y cómo es tu familia? (All about me and my family) | ✓ | ✓ | ✓ | ✓ | ✓ |
| 05¿Adónde vas? (Where do you go?) | ✓ | ✓ | ✓ | ✓ | ✓ |
| 06¿Cómo es tu escuela? (Tell me about your school) | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 6/6 | 6/6 | 6/6 | 6/6 | 6/6 |