Dover Sherborn Middle School Curriculum Road Maps

 

 

    Course Title:             6th Grade Spanish                   Grade:    6       

 

    Unit:                         Chapter 6 – Shopping                                                

    Month Presented:     April - June                 Unit Length (in weeks):    5     

 

Essential Question (s):

 

¿Qué desea Ud.?  (How can I help you?)

¿Qué debo llevar hoy? (What outfit should I wear today?)

¿Quienes son los dominicanos?  (Who are the Dominicans?)

 

Learning Objectives:

 

Students will:

Describe their outfits

Ask about price, fit, and style of clothing when shopping.

Tell where and when they bought clothes and how much they paid for them.

Learn the basic geography, demographics, art and history of Costa Rica.

 

Skills:

 

  • vocabulary pertaining to clothing, colors, cost, and stores
  • preterite tense
  • demonstrative adjectives (este, estos esta(s), ese, esos, esa(s)
  •  direct object pronouns (lo, la, los, las)
  •  A review of present tense and future using (ir + a + inf.)

 

 

Instructional Strategies & Activities:

 

To practice listening comprehension

  Teacher will:

·        speak to students in the target language

·        read Dominican poetry

·        use the language lab (audio and video

·        offer TPR instruction.

 Students will:

·        identify key vocabulary through board work, the overhead projector, (fly swatter), Bingo, 21 questions, memory activities.

 

To develop speaking skills, Students will:

·        read aloud from pieces of Dominican literature / poetry to practice pronunciation

·        speak together in paired activities, or through "inside / outside circle", rotating partners

·         create and answer questions using organizational charts and other visual aids.

·        talk about what they’re wearing

·        create and perform skits where the setting takes place in a clothing store.  One student plays the role of the customer.  The other plays the role of the sales clerk. 

 

To develop reading skills, students will:

  • read aloud from text, ¿Qué Tal? scholastic reader, and authentic poetry.
  • develop strategies to "guess" any unfamiliar vocabulary through context, using graphic organizers.
  • Partake in cooperative learning activities such as jigsaw
  • Translate text - each group takes a paragraph to translate - whole group comes together to put together reading. 

 

To develop writing skills, students will complete nightly homework assignments such as:

  • “fill in the blanks”
  •  changing a paragraph (related to Dominican culture) from singular to plural
  • creating questions for a classmate
  •  

 As a final presentation, students will:

  • write about traditional and modern Dominican outfits from pictures that they are given. Before their final draft, peer editing, correction keys, and dictionaries are used.  Final copy should be typed, including accent marks and special punctuation (to be created on the computer, not by hand).

 

Cultural Knowledge:  Students will identify Dominican Republic, its capital, and landscape on blank world map.  They will become familiar with percussion instruments used in Dominican music.  Students will compare the traditional dress / attire of the three different ethnic groups that comprise Dominicans, (African, European, Taino)

 

Materials Utilized:

 

Overhead projector, ancillary materials, white boards, markers, flash cards, situation cards, easel, maps, Koosh ball, fly swatters, and worksheets.  For the skit, props such as actual clothing hung on a portable rack, a cash register, and play money are used.  For writing, pictures of famous and every day Dominicans.

 

 

 

Assessment Strategies:

 

Bi-weekly  listening comprehension assessments given (true / false)

Quizzes and tests which assess skills and knowledge regarding the cultural unit.

Essay questions

Portfolios

Grids used for skits, writing assignments, and project.

Peer assessment for skits