Eighth Grade Spanish

Cultural Goals: Students will continue to learn about the similarities and differences among Spanish-speaking countries. They will begin to develop a broader understanding of these comparisons and see their impact on the Latin world. Projects will move beyond finding facts, to producing written and presented ideas and opinions on several subjects that are culture specific. Communication, Reading, & Writing Goals: Students are now speaking, reading, and writing entirely in Spanish with fluidity and refinement. Their writing has more clarity and they are now able to write a paper and can communicate their ideas in multiple ways. Content: Preterite and imperfect tenses (past), reflexive verbs, recent past, immediate future, time phrasing, comparatives, superlatives, debating opinions, giving advice and directions, health, community, media, and restaurants. Literature: “Mi Propio Auto” and “¿Dónde está Eduardo?”

Eighth Grade Advanced Spanish

Cultural Goals: Focus on Spain: culture, regions, traditions, history and celebrities through literature, poetry, songs, movies and documentaries. Focus on Latin American immigration and its influence on American culture. Communication, Reading, & Writing Goals: Students will advance in their Spanish oral fluidity and analytical skills to express opinions, doubts, dreams, questions, and regrets, as well as hypothetical situations in the present and the past tenses of the subjunctive mode. They will express their opinion in debates and class discussions, and will be able to present subjects orally in class. Reading comprehension skills will be enhanced through reading fiction and non- fictional literature, essays, articles and informative texts. Writing skills will be refined through the writing of essays, research papers, articles, summaries and creative writing. Students will learn to recognize and use figures of speech in creative writing, and will learn how to write informative, persuasive, and opinion essays applying more advanced and sophisticated connecting words in their speech. Content: Students will be introduced to advanced structures of Spanish syntax to be prepared for high school Spanish placement exams; this will be done through the review of conditional tense, imperative mode, and present subjunctive mode, and the study of imperfect, present perfect and past perfect tenses in the subjunctive mode. The use of the passive and active voice will be studied as well as indirect and direct speech. Literature: “Don Quixote” by Miguel de Cervantes, “Lorca y su Duende” by Sara Cordón, “Pizarro, El hijo del sol” by Patxi Irurzun, “El Cid Campeador” by Esteban Rodríguez Serrano, “Cervantes, El ingenioso” by Sara Cordón, “Goya y sus caprichos” by Esteban Rodríguez Serrano, “Pequeña Historia de España” by Manuel Fernández Álvarez, “El Capitán Alatriste” by Pérez-Reverte. Más allá de Francisco Jiménez.