Montague Township School District
Spanish Curriculum Guide
Grade 8
2025-2026
Clancey Lane
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Description
This curriculum spans grades 5-8 and develops Spanish language proficiency through thematic units aligned with the three modes of communication: Interpretive, Interpersonal, and Presentational. Students progress from Novice Low in grade 5 to Novice High by grade 8. The program integrates cultural exploration of Spanish-speaking countries with practical language skills. Grade 5 focuses on foundational topics including food, household items, and geography. Grades 6-8 build on this foundation with units on personal identity and family, destinations and activities, and school environments. Throughout all grades, students develop communicative competence while learning about cultural practices, products, and perspectives that reflect the diversity of Spanish-speaking communities.
Big Ideas
- Language, communication, and culture are interconnected and central to human experience
- Spanish speakers represent diverse cultures, perspectives, and ways of living that both differ from and share commonalities with English-speaking cultures
- Proficiency in multiple languages enhances cognitive development, academic achievement, and future opportunities
- The three modes of communication—Interpretive, Interpersonal, and Presentational—form the foundation for meaningful language use in real-world situations
Essential Questions
- How does learning Spanish enhance my understanding of my own language and culture?
- How do cultural perspectives shape the way Spanish speakers communicate and interact?
- What are the similarities and differences between my daily life and the lives of Spanish speakers around the world?
- How can proficiency in a world language prepare me for global citizenship and career readiness?
Interpersonal Mode
Interpretive Mode
Presentational Mode
Students engage in speaking, listening, reading, and writing activities that develop communication skills. Through interpersonal dialogues, students practice oral expression. In interpretive tasks, students read and analyze authentic Spanish texts. In presentational modes, students write descriptions, create narratives, and present information orally, developing both language production and comprehension skills aligned with English Language Arts standards.
Students investigate cultural practices, traditions, and perspectives of Spanish-speaking countries through primary and secondary sources. Units incorporate geography, history, and civic understanding of diverse communities. Students analyze how cultural values influence daily life, family structures, and social customs, developing global citizenship and cross-cultural competency.
Students develop digital literacy and online safety skills through the use of digital tools and applications. They practice problem-solving and critical thinking when evaluating solutions to real-world problems such as climate change. Students engage in research and information gathering from reliable sources, managing digital identity appropriately while creating and sharing presentations and multimedia content.
Students create visual presentations, design posters, and develop multimedia projects that integrate Spanish language content with artistic expression. Through dramatization, skits, and performance-based assessments, students communicate cultural narratives and personal information using artistic mediums alongside language skills.
Students explore climate change and environmental awareness through Spanish-language contexts, connecting scientific concepts to cultural practices in Spanish-speaking regions. Units include vocabulary related to weather, seasons, and geographic features that influence climate and human activity in target language communities.
Students are assessed across all units using formative, summative, alternative, and benchmark assessments. Formative assessments include classroom observation, participation in communicative tasks, and brief quizzes. Summative assessments consist of Integrated Performance Assessments (IPAs) that evaluate all three communicative modes. Assessment tasks are designed around realistic scenarios such as restaurant skits, describing family members, researching vacation destinations, and comparing school systems. Teachers use performance-based assessments, written products, oral presentations, and comprehension tasks to measure student progress toward Novice High proficiency by grade 8.
| 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 |