Fair Lawn Public Schools

Fair Lawn, NJ

Spanish Grade 6 Curriculum

Created: July, 2007

Annie Blair Nicole Fiorelli Selby Ana Garcia Jennifer Patch I. All about me

A. Essential questions

1. What makes me unique? 2. What qualities do I look for in a friend?

B. Objectives. The student will be able to……

1. Greet people and talk about how he/she and they are feeling 2. Speak in an appropriate way to a friend and to an adult 3. Use the Spanish alphabet to spell 4. Give telephone numbers and dates 5. Tell where people come from 6. Describe him/herself 7. Describe a friend’s physical and emotional characteristics 8. Distinguish between permanent and temporary characteristics 9. Find out what other people are like 10. Rank what he/she likes and doesn’t like to do 11. Compare his/her likes and dislikes with others 12. Ask and tell what someone’s age is 13. Use target language expressions to circumlocute unknown vocabulary 14. Explain how last names are formed in Spanish-speaking countries 15. Analyze what “friendship” means in Spanish-speaking countries

C. Vocabulary/Functions

Terms pertaining to……..

1. Greetings and expressions 2. Cultural ways of greeting 3. Formal and informal address 4. Physical description 5. Emotional qualities (angry, happy, sad, etc.) 6. Student interests 7. Agreeing and disagreeing (también and tampoco) 8. Gender/number agreement 9. Verbs to be and to have 10. Forming questions 11. Subject pronouns 12. Like/dislike 13. Negatives 14. Alphabet 15. Numbers 0-100 16. Days/months 17. Differences in the target language calendar 18. Spanish methods for naming 19. Celebrating the name day

D. Cultural practices, products, and perspectives

1. Greetings and gestures 2. Names and name-day celebrations 3. The concept of formal/informal 4. Calendar 5. The target culture telephone protocol

E. Suggested activities and assessments

1. Calendar project: Creating a personal calendar in the target language 2. Twenty questions 3. Me collage/yo project 4. Pen Pal letter 5. Diamante poem 6. Survey classmates: dates, birthdays etc…. 7. Self character map of one’s self (web) 8. Cocktail party interaction 9. Mock interview between a newspaper reporter and a new student. 10. Match clients to personal ads 11. Identify celebrity from narrated description 12. Who am I? questions based on a hidden name tag

D. Core Curriculum Content Standards

1. World Languages Communication 7.1.A. 1-4, 7.1.B. 1-6, 7.1.C1-4 2. World Languages Culture 7.2 A. 1-4; B.2, 3, 5, 6, 7, 9 3. Technological Literacy 8.1.A 1-5, 8.1.B. 2-9, 8.2 4. Math 4.1 , 4.4 A 1-3, C 1-2 5. Language Arts Literacy 3.1., 3.2, 3.3, 3.4, 3.5 A.2, C.2 6. Comprehensive Health and Physical Education 2.4 A 4 7. Visual and Performing Arts 1.2 C 2-5

II. Welcome to my school

1. What changes would an American student encounter in the target country? 2. What happens in my new school? B. Objectives. The student will be able to……

1. Describe his/her class schedule 2. Find out someone else’s schedule 3. Rate subject preferences 4. Name some school supplies that he/she uses 5. Describe the activities that pertain to the various classes 6. Ask and tell time 7. Inquire about teachers 8. Categorize people (el hombre, la señora, etc.) 9. Compose directions within the school 10. Label the major places in the school 11. Describe differences between American schools/schools in the target country 12. Use target language expressions to circumlocute unknown vocabulary 13. Analyze and demonstrate understanding of a culturally authentic reading

C. Vocabulary/functions

1. School subjects 2. School supplies 3. Classroom furniture 4. School facilities (main office, nurse, library, etc.) 5. Directional guidelines (turn left, go straight, etc.) 6. Classroom activities by discipline 7. Words that describe people and things 8. Time expressions (it is, at) 9. Ordinal numbers 10. Regular –ar, -er, -ir verbs 11. Definite articles/indefinite articles 12. Possessive adjectives (singular) 13. Possession with de 14. Prepositions 15. Preferences (prefiero, me gusta más, etc.)

1. School day in the United States and target country 2. Grading system 3. Time/military time 4. School levels in the US and target country E. Suggested activities and assessments

1. TPR response to classroom commands 2. Backpack presentation project 3. Diagram of an ideal school 4. Creation of an ideal schedule 5. Comic strip depicting a day at school 6. Survey about school preferences 7. Games (Bingo, fly swatter, tic tac toe, around the world, pictionnary etc.) 8. Interview 9. Creation of signs to label items in the school 10. Navigation around a school map using verbal prompts 11. Venn diagram comparing and contrasting their school to one in the target culture. 12. Scavenger hunt word / object associations 13. Song: What’s in the class? 14. Designation of objects according to the subjects to which they pertain 15. Design of a school web page 16. Readings: “El poema ganador” and “Oda al libro” (Pablo Neruda): ¡Lee conmigo! 17. Pre-reading and post-reading activities: ¡Lee conmigo! 18. Creation of an original ode to a school supply, imitating Neruda’s style in “Oda al libro”

F. Core Curriculum Content Standards

1. World Languages Communication 7.1.A. 1-5, B. 1-4 ; C1, 2, 4 2. World Languages Culture 7.2.A. 1-4; B.2, 3, 5, 6, 7, 9 3. Language Arts Literacy 3.1, 3.2, 3.3, 3.4 4. Math 4.1, 4.4 A 1-3, C 1-2 5. Technological Literacy 8.2 6. Visual and Performing Arts 1.2 B 2

III. Chilling out

1. What options do I have for my free time? 2. Do I make wise choices about how to spend my free time?

1. Talk about what he/she and others do on a regular basis 2. Tell who performs an action (subject pronouns) 3. Prioritize his/her leisure time activities 4. Suggest plans with friends 5. Ask if a statement is accurate (de veras?) 6. Give, accept and turn down invitations 7. Invite someone to do something with him/her 8. Give an excuse or explanation 9. Express regret 10. Express hesitation 11. Say who is going to do an activity with him/her 12. Refer to obligation (debo) 13. Compare leisure time activities 14. Describe the weather in all seasons 15. Identify activities taking place in the target culture during various seasons 16. Justify what he/she would like to do after school 17. Say that he/she wants to do something or go somewhere but cannot 18. Use target language expressions to circumlocute unknown vocabulary

1. Leisure activities 2. Extending, accepting and declining invitations 3. Name of locations for sports events 4. Weather expressions with hacer 5. Experience of hot, cold, etc. with tener 6. After school extra curricular activities 7. Asking and reporting the time that events occur 8. Asking questions using who, what, when, where, why and how 9. Words that express frequency (generally, always, sometimes, every day) 10. Irregular verbs: to play and to go 11. Regular –ar, -er, and –ir verbs related to activities 12. Command form of regular verbs 13. Near future

1. Sports in the USA versus target country 2. School sports versus private sporting clubs in target country 3. American football vs. soccer

1. Interview: newspaper reporter and student athlete or club member 2. Student presentation of favorite sport (rules, equipment, etc.) via video or classroom demonstration with props 3. Collage of favorite leisure time activities. 4. Mock phone conversation discussing sports activities and making plans 5. Graph class’s interests vis à vis club and sports activities 6. Design a week’s agenda including club and sports activities 7. Comic strip or story book on the topic of after school activities 8. Design an entertainment guide for a target culture city during a designated time 9. Survey school staff members for sports and club interests 10. Charades 11. Tape a message explaining why a student must miss a game, practice or club meeting 12. Create a menu of options of clubs and after school activities and role play as a new student and a principal 13. School newspaper reading: “El Canario”, ¡Lee conmigo! 14. Pre-reading and post-reading activities: ¡Lee conmigo!

F. Core Curriculum Content Standards

1. World Languages Communication 7.1.A 1-7, 7.1.B. 1-6, 7.1.C 1-4 2. World Languages Culture 7.2 A. 1-4; B.2, 3, 5, 6, 7, 9 3. Technological Literacy 8.1 A 1-5, 8.1 B.2-9, 8.2 4. Language Arts Literacy 3.1, 3.2, 3.3, 3.4 5. Math 4.4 A 1-3, C 1-2 6. Visual and Performing Arts 1.2, C 2-5

IV. Introducing….. my family!

1. How do we plan a celebration as a family? 2. What do I like to do with my family? 3. What do Spanish people celebrate and how did these celebrations evolve? 4. How do the main Spanish holidays reflect Spanish culture?

1. Identify and describe family members, friends and pets 2. Discuss things that a family does together 3. Narrate how a holiday is celebrated in simple terms 4. Discover cultural perspectives on family and celebrations 5. Suggest where he/she or someone should go. 6. Report how he/she or someone else feels 7. Ask and tell where someone is 8. Request an explanation 9. Give an explanation 10. Plan when and how he/she will do an activity, such as celebrate an occasion (in what season, time, date) 11. Use target language expressions to circumlocute unknown vocabulary 12. Indicate frequency (once a year, every day, etc.) 13. Elicit agreement 14. Express precise information (cuál?) 15. Describe family members and friends 16. Tell what other people like and do not like to do 17. Show possession 18. Demonstrate comprehension of a culturally authentic reading

1. Family members 2. Pets 3. Holidays and celebrations 4. Ownership and plurals: (my father, her sisters, etc.) 5. Diminutives 6. Frequency (once a year, every day, etc.) 7. Demonstrative adjectives 8. Sequencing terms (first, next, then, lastly, etc.)

1. Use of diminutives 2. Celebrations in USA vs. target country 3. Nuclear family vs. extended family 4. Lifestyle of suburban and urban families in target culture 5. The presence of pets in everyday life in the target culture 6. Naming in the target culture (compound surnames)

1. Coat of arms project 2. Gouin series describing holiday activities 3. Family album labeling individuals and activities 4. Invitation to an event indicating who? when? where? what? 5. Questions and answers about the royal family of the target culture 6. Discussion of family meal shown on a cultural video 7. Brainstorm family related television shows and describe the characters 8. Description of celebrity families from picture prompts 9. Video project: introduction of family members 10. Presentation of family members and holiday activities by nuclear family groups 11. Authentic print material: “Tarjetas electrónicas”, ¡Lee conmigo! 12. Pre-reading and post-reading activities: ¡Lee conmigo! F. Core Curriculum Content Standards

1. World Languages Communication 7.1.A. 1-5; B. 1-4; C1, 2, 4 2. World Languages Culture 7.2.A. 1-4; B.2, 3, 5, 6, 7, 9 3. Language Arts Literacy 3.1, 3.2, 3.3 4. Math 4.1, 4.4 A 1-3, C 1-2 5. Technology 8.2 6. Comprehensive Health & Physical Ed 2.4 A 1.5 RESOURCES

1. Met, Myriam, et. al. Paso a Paso Level A. Glenview: Scott, Foresman and Company, 1996.

2. Aparicio, Eduardo, et. al. Realidades Level One. Upper Saddle River: Pearson Prentice Hall, 2004.

3. Velasco, Sylvia Madrigal. ¡Lee conmigo! Austin: Holt, Rinehart and Winston, 2003.

4. Galloway, Vicki. Pathways to Proficiency: Communicative Activities for Level One. Reading: Addison-Wesley, 1990.

5. Realidades, ancillary materials

6. Internet

7. Flashcards/Manipulatives

8. Realia and videos from authentic sources