Spanish 6

Units

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
6th Grade Spanish

•Why is it important to become a multi-lingual person?
•How do I become multilingual?
•How does learning language act to interrupt biases, prejudice, and assumptions?
•How does the study of Spanish language and culture enhance Global Competencies?
•How do 6th grade Spanish students create meaningful relationships with international peers?
•How is language a window into cultural perceptions of race, ethnicity, religion, equality?
•How does learning Spanish help to understand patterns of human migration and how this might affect us all in the future?
•How does studying Spanish heighten awareness of universal human rights?

•Seek opportunities to communicate with speakers of Spanish.
•Develop patience in the absence of immediate understanding.
•Sensitivity to varying cultural perspectives.
•Take risks, speak up, express your thought, make mistakes freely, try again, act it out.
•Seek to identify, learn from and develop awareness of errors.
•Be imaginitive, keep an open mind, play with language, suspend disbelief.
•Be willing to hear it multiple times.
•Be patient with yourself and not too critical.
•Be persistent and resilient.  Practice a ton. Fluency is a long road.
•Find and use the words you know to express an idea as opposed to getting stuck on what you don't know.
•Use language outside class.
•Ask yourself, "Can I say that in Spanish?"
•Ask yourself, "How would a native speaker express that idea?"

•Introduction of Teaching Proficiency through Reading and Story Telling (TPRS)
•Introduction of TPR (Total Physical Response)
•Integrated repetition of all basic vocabulary through poetry units, story reading, and videos.
•Present tense conjugation of AR, ER, and IR verbs
•Latin American History, starting at ancient civilizations, Maya, Aztec, Inca - Student projects
•Age of colonization of Central and South America
•Ser and estar distinctions
•Present participle construction
•Mnemonic device study
•Unit on Food, Growing in collaboration with 6th grade humanities and language arts
•A reading of Pobre Ana
•Watching the film, Viva Cuba - Cultural and linguistic study

•Recognize and employ indirect object construction (me gusta, te encanta, nos cansas)
•Recognize and employ present progressive tense construction
•Effectively use a paper or internet dictionary to find and employ vocabulary
•Recognize and employ definite and indefinite articles
•Form of a question in Spanish with correct word order
•Articulate why learning an additional language is highly beneficial for oneself and the rest of the globe
•Recognize, comprehend new vocabulary in meaningful context
•Use correct pitch and intonation patterns in questions and exclamations
•Accurately employ affirmative, interrogative, and exclamatory sentences
•Produce sentences using new vocabulary related to content area
•Reproduce sounds, stress and intonation patterns specific to Spanish
•Use femenine and masculine endings
•Give information regarding spatial relationships
•Employ etymological connections between latin-based vocabulary for understanding and retention (la mano, manual)
•Accurately convert noun endings for gender and number
•Recognize and employ conjugations of many regular, irregular, stem-changing and reflexive verbs
•Identify and employ the different uses of Ser and Estar
•Use correct verb conjugation for subject pronoun combinations
•Respond spontaneously to questions asked in class
•Use basic structures and familiar vocabulary to communicate in writing

•Informal observation of student participation
•Formal written assessments (quizzes, tests, rubrics, criteria) using various number and letter systems
•One-on-one work with student
•Participation in class games, activities
•Responses to routine phrases/questions
•Observation of student engagement
•Student participation in Q and A after presentations
•Assessment of student responses on worksheets
•Analysis of written work on creative projects, journals and worksheets
•Independent use of vocabulary in creation of books and other creative projects
•Independent use of routine phrases and sentences during class participation
•Formal written assessments on key grammar / syntax units
•Regular student self-assessment
•Conversations / skits / oral dialogues / video and audio recordings
•Computer exercises and games
•Written exercises
•We expect students to develop language skills at different rates
 

•Various texts, workbooks, stories, poetry books, videos, radio, songs, etc.
•Local speakers and presenters
•Periodic communications with native speakers using skype or other video software
•Many technological and online resources
•Realia, props
•Maps

•Emphasis on connecting students to international peers through pen-pal or technological communications.
•As much as possible we draw connections between classroom learning and current cultural phenomena (current events, political changes, issues affecting the globe and humanity)
•Foster 21st Century Skills and Global Competencies
•Study of pre-colonial history and indigenous civilizations

•MS and LS students routinely interview and interact with one another
•6th grade sends Voicethread projects for LS students to comment on
•Pen-Pal project with students from Limitless Horizons in Chajul, Guatemala
•Visitations from US Spanish students, Level V Honors - isolated units on Hispanic presence in Oregon and the United States
•Routine visits from native speakers - Costa Rican exchange students, native international students
•Routine visits from local adults, community members, native speakers, alumni and travelers
•Integration with 6th grade curricula and projects in math, humanities, language arts and art