West Windsor-Plainsboro Regional School District Spanish ...

West Windsor-Plainsboro RSD of 17

West Windsor-Plainsboro Regional School District Spanish Grade 6


Unit Title: Unit 1 AMIGOS POR LA RED

Content Area: World Language

Course & Grade Level: 06 Spanish, Grade 6

Summary and Rationale

The theme of the first unit of the year focuses on making new friends in a new school. Students become acquainted with the middle school and with their classmates. In the course of the unit, they review and expand upon vocabulary and language functions learned at the elementary level as formal reading and writing in Spanish are introduced. To provide a real-life application for the language, students write pen pal letters to peers in a Spanish-speaking country and/or to peers at another middle school in the United States. They introduce themselves talking about school experiences, their families, and interests.

Recommended Pacing

35 days

NJ Student Learning Standards for World Language

Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

CPI # Cumulative Progress Indicator (CPI)

7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.

7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.

7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).

7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.

7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.

7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities.

7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.

7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.

7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation to be shared virtually with a target language audience.

7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.

7.1.NH.C.3 Describe in writing people and things from the home and school environment.


7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.

New Jersey Student Learning Standards for English Language Arts

Companion Standards

READING

Standard: Key Ideas and Details


NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: Craft and Structure

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

WRITING

Standard: Text Types and Purposes


NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Standard: Production and Distribution of Writing

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

New Jersey Student Learning Standards for 21st Century Life and Careers

Career Ready Practices


CRP1 Act as a responsible and contributing citizen and employee.

CRP4. Communicate clearly and effectively and with reason.

CRP12 Work productively in teams while using cultural global competence.


New Jersey Student Learning Standards for Technology


8.1 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Instructional Focus Unit Enduring Understandings

● Students will understand that asking and answering questions is essential when meeting and getting to know new people.

● Students will understand that school experiences vary between cultures and reflect cultural perspectives.

Unit Essential Questions

● Who am I and how I can get to know you? ● How are my experiences at school similar yet different than my Spanish speaking pen pal?

Objectives

Students will know: ● Names of courses, teachers' titles ● Time of the day expressed using the 24-hour clock in reference to daily routine/activities in and out of school ● Prepositions of location ● Family(members, relationships, expanded descriptions) ● House(rooms, description) ● Formulaic questions/answers for names, age, physical descriptions ● Gustar, encantar, chocar to express likes and dislikes as re-entry ● Simple introductions ● Adjectives to describe physical appearance as well as personality characteristics ● Daily routine activities ● Nationalities ● School activities(curricular, extracurricular)/hobbies ● Basic similarities and differences between American and Latin American/Spanish schools as well as other

cultures Students will be able to: ● Prepare a collage of places in the school building. Describe and compare the locations, classes, personnel,

and typical school schedules with those in a school in a Spanish-speaking country ● Talk about likes and dislikes regarding school activities (curricular,extracurricular) and hobbies ● Follow and give directions around the school building ● Identify professions in a school setting ● Identify and describe family members; present their families or a fictional family to the class by creating a

"face book" page ● Design a 21st century school to reflect their interests and needs ● Ask and answer personal identity questions(age, birthday, origin) as they survey classmates ● Describe self and others (physical and personality description) ● Express likes and dislikes ● Introduce people and respond in a culturally appropriate ways to an introduction ● Create a daily schedule specifying routines, household responsibilities, and extra-curricular activities ● Compare and contrast school systems from different cultures


Resources Core Text: Nuestro Barrio: El Amigo Nuevo Suggested Resources: ● Materiales Magazine November 2003 ● Family Communicative Activity: http://www.mec.es/sgci/usa/es/materiales/2003nov/2/pag_4.shtml ● Family worksheet: http://www.mec.es/sgci/usa/es/materiales/2003nov/3/pag_2.shtml ● Family Tree Reading: http://www.mec.es/sgci/usa/es/materiales/2002mar/act1_p2.shtml ● Daily routine description of 2 kids: http://www.mec.es/sgci/usa/es/materiales/2003nov/3/pag_3.shtml ● Sample pen pal letter : http://www.mec.es/sgci/usa/es/materiales/2003nov/4/pag_2.shtml ● Students read and figure out classroom seating arrangement:

http://www.mec.es/sgci/usa/es/materiales/2003nov/5/pag_3.shtml ● Responsibility Survey: http://www.mec.es/sgci/usa/es/materiales/2003nov/5/pag_4.shtml ● Compare and Contrast Activity: http://www.mec.es/sgci/usa/es/materiales/1998nov/act3_p4.shtml ● Personal Information Worksheet: http://www.mec.es/sgci/usa/es/materiales/1998nov/act6_p2.shtml ● Clip art of appropriate classroom behaviors ● Clip art of classes (found in text) ● Large clock/student clocks ● Flashcards ● Blank schedules ● Dry-erase boards ● Ven Conmigo I p.75-76 (classes) ● Links to various school’s websites

o http://www.peruhoo.com/Educacion/Colegios/index.html o http://retanet.unm.edu/article.pl?sid=03/05/18/1910511: (Scavenger hunt at the bottom of the page.)

*Eliminate the English questions. o http://www.cartabon.com/: Students can “shop” for school supplies on this Spanish store office supply

store website. You don’t even have to make a worksheet! ● Ven Conmigo I p.77, 78, 80 (time) ● Ven Conmigo I p.107 ● Large shower curtain map of school building ● Ven Conmigo I p.47,48, 49 ● School supplies ● Backpack ● Fly swatters ● Visuals depicting classroom passwords ● Ven Conmigo I ● Frases útiles p.8 ● Nuestro Barrio: El amigo nuevo p.26, 27 ● Fotonovela: Bienvenida al colegio Textbook p.72-74 ● ¿Cómo es un día escolar típico? Textbook p.85 ● Vamos a Leer: Calificaniones y horarios textbook p.90-91 ● Objects (balls, instruments, toys, books, music) ● Interview sheet ● Flyswatters p.12,13,14 ● www.miscositas.com (educational links) ¿A qué juegas tú? –cultural games


Unit Title: Unit 2 ¿QUE FORMA MI HOGAR?


Course & Grade Level: Spanish, Grade 6


As students investigate the facets of family life in Spanish-speaking cultures, they communicate (listen, read, speak) about family members, what constitutes "family," homes, and responsibilities. This leads to a comparison with their own families and homes. By the end of the unit, they understand that "family" might have many connotations here in the United States and abroad.

Recommended Pacing

50 days










7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes.








New Jersey Student Learning Standards for English Language Arts Companion Standards

READING








WRITING


















Interdisciplinary Standards Health and Physical Education

2.2.12.A.1 Employ skills for communicating with family, peers, and people from other backgrounds and cultures that may impact the health of oneself and others.


● Families in Spanish-speaking countries have similar and yet different characteristics and those qualities reflect their cultural perspectives.


● How does family life reveal the cultural perspectives of a people? ● Is my family life similar or different than that of a Hispanic teenager? Why? How?

Objectives

Students will know: ● Names of extended family members and the relationships among the various people ● Basic uses of ser and estar ● Expressions for describing physical and personality traits ● Types of houses found in Spanish-speaking countries ● Names of rooms of the house ● Names of items found in various locations in a house ● Locations of rooms of a house and items in each room (prepositions of place) ● Vocabulary describing household chores ● Frequency expressions ● Names of a selection of professions that reflect the jobs that students' parents hold ● Vocabulary to describe a variety of hobbies/leisure time activities ● Comparative and superlative expressions ● Information questions - vocabulary and formation Students will be able to: ● Identify and describe family members, rooms of a house/apartment, and furniture ● Ask where someone is from and say where they are from ● Ask and say how old someone is ● Describe the contents of various rooms of a house ● Tell where people and things are located in a house using prepositions of location and the verb estar ● Discuss activities that families do together ● Talk about physical and personality characteristics of family members ● Categorize household activities ● Ask and answer questions about family routines ● Describe characters from a fairy tale (Domitila: A Cinderella Tale from the Mexican Tradition adapted by

Coburn) ● Recognize cultural values depicted in the story ● Compare and contrast the families and home life represented in the cultures of Mexico and USA


Resources Core Text: Suggested Resources: ● Domitila: A Cinderella Tale from the Mexican Tradition ● Cuadros de familia (Garza) ● Video clip of The Price is Right ● “Familia” by Joan Miró ● Calor by Peňa & Alba ● Creative Communicative Activities for the Spanish class ● www.elcharro1.com


Unit Title: Unit 3 ¿DÓNDE COMPRAMOS? ¿QUÉ COMPRAMOS?




Students "visit" outdoor markets typically found in Spanish-speaking countries. In the process, they learn to identify and describe the food and clothing items displayed at the market, how to make purchases, and bargain with shop owners to get the best prices. At the same time, they examine life in Hispanic countries and make comparisons with their own experiences.

Recommended Pacing

65 days


















Companion Standards

New Jersey Student Learning Standards for English Language Arts Companion Standards

READING








WRITING



















● Products sold in markets and shopping practices differ between Latin American and North American cultures and, at the same time, impart important information about the people and their perspectives.


● How does the market reflect life in Latin American society? Why is it important in understanding the people and their values?

Objectives

Students will know: ● Types of shops found in typical Hispanic cities and towns ● Names of foods and other items sold at outdoor markets in Hispanic cities and towns ● Colors, clothing styles, and fabric patterns ● Numbers ● Vocabulary expressions used when making purchases ● Various currencies used in Latin America and the conversion rates with the US dollar ● Expressions used when bargaining in a market ● Comparative and superlative expressions ● Information question words and how to form these types of questions ● Expressions for describing items found in a market ● Expressions of preference ● Direct object pronouns Students will be able to: ● Identify and describe food and clothing ● Ask and answer questions about colors, styles, prices ● Comment on clothes and other items one might purchase at a market ● Use numbers and foreign currency when making purchases ● Express preferences and needs ● Convert American money into the currency of the target culture ● Bargain with shopkeepers to secure lower prices ● Compare and contrast an American market with an Hispanic market


Resources Core Text: Suggested Resources: ● Clip Art/Props ● El Tianguis, by Diego Rivera ● Slideshow-shopping at a market:

http://www.bbc.co.uk/languages/spanish/lj/shopping/market/index.shtml ● Currency calculator: http://www.x-rates.com/calculator.html ● This is a lesson plan for the market…The following questions that were asked:

o How is the space used in the market? Is it crowded? o What interpersonal (person-to-person) interactions did you see? o What is the distance between people? Are they closer together or farther apart than Americans?

● http://retanet.unm.edu/article.pl?sid=03/05/18/1911511


Unit Title: Unit 4 ¿QUÉ CELEBRAMOS Y COMO LO CELEBRAMOS?




Parties and celebrations are important events in the lives of teenagers. These festivities reflect cultural traditions and perspectives. As such, students explore the types of celebrations and holidays they celebrate with families and friends and compare those events to the experiences of their Spanish-speaking peers. They learn to identify a variety of holidays, talk about the significance of each festivity, extend/accept/ reject invitations, plan parties, engage in a telephone conversation in Spanish, and identify typical ethnic foods and clothing associated with celebrations. Among other holidays and parties, they focus on a typical Hispanic celebration, la quinceañeara, which marks a girl’s fifteenth birthday. The unit touches on many aspects culture including the history of the celebrations, their purpose, traditional foods and clothing.

As they examine the theme, they continue to build proficiency, aiming to reach the Novice-High level by the end of the year. They practice speaking in sentences, asking questions, describing in detail, and narrating events in the present tense.

Recommended Pacing

45 days


















Companion Standards

READING








WRITING



















● History and traditions determine how people celebrate holidays and special events ● Types of celebrations and traditions reveal cultural perspectives of a society


● Do celebrations reflect or shape culture? How and why? ● How do Latin American and North American celebrations differ? What do they have in common? ● What can we learn about the people and their cultural perspectives by examining holidays and festivities?

Objectives

Students will know: ● Names of celebrations and related vocabulary ● Traditions and rituals ● Calendar expressions ● Dates and numbers ● Names of party places ● Celebration activities ● Cumplir ● Marcar el número de teléfono ● Excuses ● “Tener” expressions

o Tengo que o Tengo ganas de o Tengo hambre o Etc.

● Estar (estoy contenta) ● Adjective agreement ● ¿Te gustaría ir… conmigo? ● ¿Quieres ir a … ● ¿Quisiera…. ● Cultural celebrations and traditional events ● Types of kinds of music (mariachi vs. rock and roll band) ● Specific (ethnic) clothing and foods ● Rituals and party activities ● Uses of the present progressive tense when talking about ongoing events and activities (Está + -ando- iendo) ● Party preparation activities ● Chores/clean-up activities ● Sequencing words ● Buying and giving gifts ● Immediate future ir + a + inf. ● Asking for and offering help ● Asking for and giving opinions


● Reflexive verbs ● Deber Students will be able to: ● Identify and describe celebrations ● Extend/accept/rejecting an invitation ● Sequence pre-and post-celebration activities ● Give and follow commands using “deber” for helping with preparations ● Talk about what is going on right now ● Ask for and give an opinion ● Read articles about festivals around the Spanish-speaking world ● Demonstrate an understanding of the relationship between the practices and perspectives of the celebration

of quinceañeara in the Latin American world ● Describe the quinceañeara celebration ● Demonstrate an understanding of traditions

Resources Core Text: Suggested Resources: ● Quinceañeara info: http://www.quinceanera.com/spanish.asp ● Slideshow-making an invitation: http://www.bbc.co.uk/languages/spanish/lj/home/invitation/index.shtml ● This site shows of map of Spain with some of its major cities. Click on the city and you will get information

(in English) on festivals celebrated in that city. This is a great source if you want to brush up on your Spanish festival knowledge: http://www.red2000.com/spain/f-map.html

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