GRADE 6 Spanish - Every other day

Standard 1.1, 1.2 Communication: Communicate in languages other than English

Standard 2.1, 2.2 Cultures: Gain knowledge and understanding of other cultures

Standard 3.2 Connections: Connect with other disciplines and acquire information

Standards 4.1, 4.2 Comparisons: Develop insight into the nature of language and culture

Estimated Time Range:

August-June

ENDURING UNDERSTANDINGS

The student will understand that:

1.	There are cultural and verbal similarities and differences between American and Spanish greetings and introductions.
2.	There are standard language conventions necessary for effective communication.
3.	There are many contributions to the American culture made by native Spanish speakers.
4.	The linguistic roots of many English words come from the Spanish language.
5.	There are standard cultural conventions that differ from those of the United States (i.e.- naming of children, Saint’s Day, holidays, celebrations, eating habits and customs).
6.	The phonetic structure of the Spanish language differs from English.
7.	There are differences between school systems in the United States and the Spanish-speaking world.
8.	The household structure and familial relations differ from one country to another.
9.	Certain expressions are used to convey what students need, what they want, and what they have.

SAMPLE ASSESSMENTS

Create and present a mini-conversation

Listening comprehension and written assessments

Spelling word checklist

Situational scenarios

Pen pal letters

Biographical project on a native Spanish-speaker

Language games

Students create a physical, written and oral project based on a theme

Dialogues

Listening practice activities

1.	What do you know about introductions in other cultures?
2.	What expressions would be helpful when meeting someone for the 1^st time?
3.	How would a formal conversation be different from an informal one? Include any gestures, language, and expressions?
4.	What would you like someone meeting you for the 1^st time to know about you?
5.	Do you know any native Spanish-speakers who have made a major contribution to the American culture?
6.	Can you name some differences between schools in the United States and in the Spanish-speaking world?
7.	How would you describe your room if you were living in a Spanish-speaking country?
8.	If you were living in a Spanish-speaking country, what family members could possibly be living with you?
9.	Are you able to identify any parts of speech when reading a Spanish sentence?

The student will be able to:

1.	Introduce oneself and/or another person(s).
2.	Ask and respond to questions relating to personal information.
3.	Express a variety of likes and dislikes.
4.	Compare and contrast American norms vs. Spanish-speaking norms.
5.	Identify and include cognates in written and oral forms.
6.	Recognize and appreciate the contributions made by native Spanish-speakers.
7.	Compare and contrast the similarities and differences between schools in the United States and schools in Spanish-speaking countries.
8.	Identify common extended family members of the Spanish-speaking household.
9.	Demonstrate an ability to converse with others about what they want, what they need and what they have.
10.	Show oral and written understanding of subject/verb and adjective/noun agreement.
11.	Understand that a gender agreement exists between nouns and adjectives.
12.	Understand that verbs must agree with the subject.
13.	Understand that definite and indefinite articles must agree with the noun that follows.
14.	Determine that certain verbs require the use of other verbs in the infinitive form.

“ADELANTE”: Text, Practice & Activity Workbook, Grammar & Vocabulary Workbook, Transparencies, CDs, Videos, and teacher made materials.

Communities- Interviewing a native Spanish speaker

Geography- Locating some Spanish-speaking countries on a map.

Math – Problem-solving and exchange rates using numbers in Spanish.

History – Famous Spanish-speaking historical figures that are found on currency.