Dover-Sherborn Middle School

Curriculum Road Maps

 

 

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

 

Unit:  Unidad 2 : ¡Vamos a la escuela! (“Let’s go to school!”)

 

Month Presented:  January-February              Unit Length:   6 Weeks

Essential Question:

Would I like going to school in Mexico? What would I have to get used to?

 

Lesson 1 (p91a)

•          Does you city or town have a main square?

•          How does the way students dress reflect a culture?

•          How does society affect public artwork?

•          What are some of the requirements to graduate from a bilingual school in Mexico?

•          What are some cultural elements in Mexico and the Dominican Republic?

Lesson 2 (p119a)

•          How is Mexico’s school year different or similar to your school year?

•          What do ancient artifacts teach us about a culture?

•          What does a self-portrait reveal about an artist?

•          How would you talk about your favorite class?

•          How does art reflect a culture’s view of the natural world?

•          What are some cultural elements of Mexico and the Dominican Republic?

 

Learning Objectives:

 

Lesson 1 (p91a)

  • Vocabulary:
    • Numbers from 11 to 1000
    • School subjects, classroom activities
    • Expressions of frequency
  • Grammar:
    • The verb tener
    • Present tense of –ar verbs
  • Communication:
    • Basic conversational Spanish in order to :
      • Talk about daily schedules
      • Ask and tell time
      • Say what you have and have to do
    • Pronunciation: the ch sound
  • Culture: Mexico (República Dominicana and Paraguay)
    • Learn about Mexican culture
    • Compare school uniforms
    • Learn about the murals of Diego Rivera
    • Learn about a bilingual school in Mexico
    • Learn about graduation requirements
    • Compare these requirements with graduation requirements in U.S. schools

Lesson 2 (p119a)

  • Vocabulary
    • Classroom objects
    • Feelings
    • Places in school
  • Grammar
    • The verb estar
    • The conjugated verb before the subject to ask a question
    • The verb ir
  • Communication
    • Basic conversational Spanish in order to
      • Describe classes and classroom objects
      • Say where things are located
      • Say where you are going
      • Talk about how you feel
    • Pronunciation:  The letter d

 

Skills:

  • Reading
  • Writing
  • Speaking
  • Listening

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: “Una escuela bilingue en México”and  “Mi Clase Favorita”
  • 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 (I don’t think we need this separate book-CB)

o       Audio and Video

§         Musica del mundo hispano

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

·        “Yo tengo lo que necesito”

·        “¿Dónde estás y adónde vas?”

§         Sing, Dance, Laugh and Eat Tacos:

·        “Buenos Días Mis Amigos”

 

§         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 a mural to represent student’s individuality and interests

§         Web Research: Write to a Mexican pen pal

§         Recipe: Natilla (easy-to-make Mexican dessert)

§         Music: Listen to Mexican music including mariachi, ranchera, norteña and banda

 

Unit Standards

Communication

·        Talk about daily schedules

·        Ask and tell time

·        Say what you have and have to do

·        Say what you do and how often you do it

·        Describe classes and classroom objects

·        Say where things are located

·        Say where you are going

·        Talk about how you feel

Cultures

·        School uniforms

·        Diego Rivera and Frida Kahlo

·        Bilingual school in Mexico

·        The National Museum of Anthropology

Connections

·        History: Reading historical maps

·        Art: Creating maps and symbols

·        Social Studies: Technology in education

·        Health: Health benefits of cacti

Comparisons

·        Meeting places in Spanish-speaking countries and in the U.S.

·        School uniforms in Mexico, the Dominican Republic and the U.S.

·        Public artwork in Mexico and the U.S.

·        The Spanish ch and d and the English ch and d

·        School years in Mexico and the U.S.

·        Ancient artifacts and future artifacts

·        Self-portraits

·        Favorite classes of Mexican and Dominican students

·        A culture’s view of the natural world reflected in art

·        School schedules in Mexico, the Dominican Republic and Paraguay

·        Huichol yarn painting and Taino rock art

Communities

·        Arts and crafts influenced by Spanish-speaking cultures in a local store