Dover-Sherborn Middle School

Curriculum Road Maps

 

 

Course Title:                 6th grade Spanish                                              Grade:      6 ___

 

Unit:                 El Primer Paso – Greetings, numbers, and calendar                              

Month Presented:         September - October            Unit Length (in weeks):    5         

 

Essential Question (s):

 

  • How has the Latino culture influenced American society? 
  • Who are the Puerto Ricans?

 

Learning Objectives:

 

Students will learn:

  • about the changing demographics in the United States
  • the Spanish alphabet and how to spell words in Spanish
  • numbers, how to count, tell their ages, phone numbers and the date
  • basic conversational Spanish, for example, greetings and  introductions

 examining American language and culture to the Spanish language and cultures of the Spanish-speaking world.

  • the basic geography, demographics, and history of Puerto Rico.

 

 

Skills:

 

Students acquire basic vocabulary such as:

  • greetings
  •  numbers
  •  the calendar
  •  cognates.  

 

Instructional Strategies & Activities:

 

To practice listening comprehension:   

 

  • students complete simple mathematical problems that they listen to, such as “diez menos cuatro es . . .”
  • students write Spanish names that they hear spelled to them, for example “jota, u, ele, ee, a”  - “Julia”
  • teacher  speaks to students  in the target language,
  • teacher reads Puerto Rican poetry,
  •  language lab (audio and video),
  •  TPR (total physical response) instruction.
  • students  identify key vocabulary through board work, the overhead projector, ( fly swatter), Bingo, 21 questions, memory activities, daily assessments as described above in Skills.

 

To develop speaking skills:

·        Students speak together in paired activities

·        "inside / outside circle”

·        rotating partners

·        role play

·        talk about pictures or about what they see.

·        read from pieces of literature / poetry to practice pronunciation.

 

 

To develop reading skills: 

  • Students try to decipher cognates
  • read aloud from text, ¿Qué Tal? scholastic reader
  • read authentic poetry
  • develop strategies to "guess" any unfamiliar vocabulary through context, using graphic organizers

 

To develop writing skills:  Students will

  • write bio-poems of themselves and of famous people (i.e. Sammy Sosa) using cognates. 
  • Complete practice worksheets.
  • Practice applying accents and punctuation on the computer (language lab)

 

Cultural Knowledge:   Students will

·        identify Puerto Rico, its capital, and landscape on blank world map.

·        watch the movie, West Side Story. 

·        listen to Traditional, Pop, and Jazz music by Puerto Rican artists from Tito Puente to Jennifer Lopez. 

·        will  practice the Merenge. 

·        view documentary clips of Old San Juan.

Materials Utilized:

 

Overhead projector, ancillary materials, white boards, markers, flash cards, dialogue cards, easel, maps, Koosh ball, fly swatters, realia, props, worksheets, videos and cassettes.  (p. 85 of Paso a Paso A)

 

 

Assessment Strategies:

 

Daily  listening comprehension assessments given (true / false)

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

Portfolios

Grids used for oral presentations and role playing