Dover-Sherborn Middle School

Curriculum Road Maps

 

 

Course Title:   6th Grade Spanish                                           Grade:  6th Grade

 

Unit:  Unidad 1 : Un rato con amigos (“Time with Friends”)

 

Month Presented:  November-December                    Unit Length:   6 Weeks

Essential Question:

Lesson 1 : How would my life be different if I lived in Miami or San Antonio? Which activities/foods might be the same? Which might be different? How could I tell people which I like and which I don’t like?

  • What activities and foods do I like and which don’t I like?
  • How does that compare with kids in Miami and San Antonio?
  • How do you celebrate New Years compared to how it is celebrated in Spanish-speaking cultures?

Lesson 2 (p57a)

  • How does local environment affect the food people eat?
  • How do cultural traditions influence an artist’s work?

Learning Objectives:

 

Lesson 1 (p29a)

  • Vocabulary:
    • Activities
    • Snack Food
  • Grammar:
    • Subject pronouns and ser
    • de to describe where you are from
    • gustar  with an infinitive
  • Communication
    • Basic conversational Spanish in order to:
      • talk about activities
      • tell where you are from
      • say what you like and don’t like to do
    • Pronunciation:  The letters p and t
  • Culture: U.S.A.  (Colombia and Mexico)
    • Compare everyday activities
    • Cuban-American artist Xavier Cortada
    • Familiarize students with Año Nuevo celebrations
    • Locate the countries featured in the lesson on the map
  • Connections: (optional)
    • Find places in the US with Spanish names

 

Lesson 2 (p57a)

  • Vocabulary
    • Adjectives
    • Nouns for identifying people
  • Grammar
    • Ser to describe what someone is like
    • Definite and indefinite articles
    • Noun-adjective agreement
  • Communication
    • Basic conversational Spanish in order to:
      • Describe yourself and others
      • Identify people and things
    • Pronunciation:  The letter ñ
  • Culture
    • Latin-American and Tex-Mex food
    • The tradition of making cascarones
    • After-school activities in Miami and San Antonio
    • Students from Miami, Colombia and Mexico

Skills: (see the Learning Objectives for ideas)

  • Reading
  • Writing
  • Speaking
  • Listening
  • Cultural awareness

 

Instructional Strategies and  Activities:

  • Classes conducted primarily in Spanish
  • Warm up activities
  • Presentation of vocabulary and grammar : Read , view video and play audio
  • Vocabulary and Grammar in Context: “Telehistoria” video (3 scenes per lesson)
  • On-going assessments
  • Comparisons: English grammar connections
  • Pair and Group work
  • Food/Recipes
  • Role-playing and Skits
  • Long Term Retention Activities and Study Tips
  • Reading /Lectura: “Qué te gusta hacer?” (p52-53) and “Saludos desde San Antonion y Miami” (p80-81).
  • Games ( “Juegos y diversiones” , etc.)
  • TPR (total physical response) Instruction  (TPRS – optional)
  • Language lab (audio and video)
  • Recycling vocabulary and grammar from previous lessons.
  • Summary Activities/Options for Review (For lessons and unit as a whole)

Materials Utilized:

·        ¡Avancemos! (McDougal Littell)

o       Student Textbook

o       Transparencies

o       Workbook “Cuaderno”

o       Reading Resources

§         AvanzaCómics : SuperBruno y Nati

§         Lecturas para todos: Cultural and Literary Readings in Spanish

o       Audio and Video

§         Musica del mundo hispano

§         Sing-along : Grammar & Vocabulary Songs(CD/Lyrics)

·        ¿Qué nos gusta hacer?

·        ¿Cómo eres tú?

§         Telehistoria Prólogo (3 scenes per lesson)

§         Cultural Comparison Video:  

Assessment Strategies:

Formative Assessments:

·        Ongoing (Daily informal/ungraded activities) including but not limited to:

o       “¡A responder!” Listening activities

o       “Para y piensa” (“Did you get it?”)  Student self-check activities

o        Peer Assessments (in pairs and groups)

o       Homework (15-20 minutes per night - optional)

NOTE: If students have problems with either, teacher can re-teach and/or direct student to ClassZone.com activities for more practice including on-line self quizzes.

·        Quizzes

o       Vocabulary Recognition (multiple choice)

o       Vocabulary Production (fill in the blank)

o       Grammar (fill in the blank, multiple choice and sentence)

o       Culture (true/false and fill-in-the-blank)

Summative Assessments

·        Differentiated assessment instruments available for On-level, Modified, Pre-AP and Heritage Learners.

·        Lesson Tests (2/unit)

o       Listening Comprehension (multiple choice)

o       Vocabulary and Grammar(fill-in-the-blank and short answer)

o       Reading Comprehension (true/false and short answer)

o       Culture (multiple choice and short answer)

o       Speaking  (Short response)

o       Writing (using graphic organizer write short email)

 

·        Unit Test  

o       Listening Comprehension (multiple choice and true/false)

o       Vocabulary & Grammar (fill-in-the-blank and short answer)

o       Reading Comprehension (multiple choice and true/false)

o       Cultural (matching and short answer)

o       Speaking (describe others, say what they like and don’t like to do)

o       Writing (short dialogue)

Alternative Assessments (Optional):

o       e.g. portfolios, journals, video/class presentations, visual/audio projects, interviews, etc.

o       Proyectos Adicionales (p27a)

§         Art Project:  Create mosaic of Spanish-speaking countries and flags

§         Web Research: Find Spanish-speaking cultures in various U.S. cities.

§         Music: Research Spanish-speaking singers and groups popular in the U.S. and listen to their music.

 

Unit Standards (p28)

Communication

  • Talk about activities
  • Say what you like and don’t like to do
  • Tell where you are from
  • Describe yourself and others
  • Identify people and things

Cultures

  • “Los Premios Juventud”
  • Art of Xavier Cortada
  • Favorite activities of Florida teenagers
  • Mexican and Tex-Mex Food
  • Art of Carmen Lomas Garza

Connections

  • Geography: Cities – old and new
  • Mathematics: Calculate distances
  • Language: Places in the U.S. with Spanish names
  • Music: Tex-Mex

Comparisons

  • Florida beaches, places students go in their free time
  • Famous performers and athletes
  • The Spanish p,t, and ñ and the English p, t and /ny/ sound
  • Representing communities in art
  • Paseo del Río, places of interest
  • Restaurants with foods from other countries
  • Family traditions
  • Places of interest in San Antonio and Miami
  • Traditional dishes of Mexico and Cuba
  • Personal descriptions

Communities

  • Local restaurants with food from Spanish-speaking countries