Grade 6
Unit 1
Unit Title
Spanish-speaking countries and Alphabet
Time frame
One week
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to;
Identify Spanish-speaking countries on a map
Classify Spanish-speaking countries by regions
Understand Native American influence on Spanish language and culture
Identify and use Spanish alphabet
Correctly pronounce vocabulary
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
A.
Spanish-speaking countries: Spain, Argentina, Venezuela, Chile, Colombia, Chile, Uruguay,
Paraguay, Bolivia, Peru, Ecuador, Cuba,Honduras, El Salvador, Nicaragua, Panama, Dominican
Republic,Puerto Rico, Ecuatorial Guinea
B.
Spanish-speaking countries are located in North America, Central America, South America,
Europe and Africa.
C.
Indigenous cultures: Mesoamerica, Mestizos, Taino, Olmec, Mayan, Aztec
D. Spanish alphabet: a, be, ce , che, de e, efe, ge, hache, i, jota, ka, ele, eme, ene, ñ, o, p, cu, ere,
erre, ese, te, u, ve, doble v, equis, igriega, zeta.
E. Four extra Spanish letters: ch, rr, ll, n.
F.
Students will spell names in Spanish both orally and written.
G. Students will orally spell words in Spanish and write down words dictated in Spanish.
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 2
Unit Title
Numbers, Colors, Days of the Week
Time frame
Two weeks
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Interdisciplinary focus and
technology integration
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to;
Count from 0-1000
Tell and ask for dates
Tell and ask for age
Tell and ask for phone numbers
Tell and ask how many
Tell and ask for the time
Identify colors in Spanish
Recognize and use the days of the week
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
0 – 1000, cero, diez, cien, mil, y, mas, menos, son, por, divido por,
¿Cuando es tu cumpleanos?, Es el __ de __, ¿Cual es la fecha de hoy? La fecha de hoy es el ____
de _________. ¿Cuantos anos tienes? Tengo __ anos. ¿Cual es tu numero de telefono? Mi
numero de telefono es______________. ¿Cuantos __ hay? Hay ___., ¿Que hora es? Son las __
(de la manana, de la tarde,de la noche), Es la una y _____ de la (manana, tarde, noche), y media.
Los colores, rojo, anaranjado, amarillo, verde, azul, celeste, morado, rosado, gris, blanco, negro,
marron, cafe.
Los dias de la semana: lunes, martes, miercoles, jueves, viernes, sabado, domingo, el fin de la
semana, ¿Que dia es hoy?, Hoy es______., ¿Que dia fue ayer?, Ayer fue_________., ¿Que dia
sera manana?, Manana sera _____________.
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 3
Unit Title
Saludos – Greetings
Time frame
One to two weeks
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to;
Use appropriate expressions in greetings
Use appropriate questions and responses in requesting and providing personal information
Make and respond to commands and oral directions
Tell how you are feeling and to ask how someone is feeling
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
A.
Expressions
Hola, buenos dias, buenas tardes, buenas noches, mucho gusto, igualmente, adios, hasta
luego, senor, senora, senorita, encantado
¿Como te llamas? Me llamo ____________., ¿De donde eres? Soy de______________,
¿Cuantos anos tienes? Tengo _________., ¿Cuando es tu cumpleanos?, Mi cumpleanos
es el __ de (month), ¿Como estas? Estoy bien (mal, regular, mas or menos), ¿Que tal?,
bien, (mal), ¿Que color (no) te gusta? (No) me gusta el color__________, ¿Que (no) te
gusta hacer?, (No) me gusta __________., ¿Que (no) te gusta comer / beber? (no) me
gusta(n) ________, ¿Te gusta(n) ________________?
Por favor, gracias, de nada, si, no, claro, cierra (cierren) la puerta/ ventana, abre (abran) la
puerta / ventana, date la vuelta, presta attencion, repitan, levantate (levantense) a pie,
sientate (sientense), apaga la luz, enciende la luz, ¿Puedo ir al lavatorio?, ¿Puedo tomar
una bebida de agua?, ¿Puedo usar el sacapuntas?, ¿Puedo sacar una hoja de papel?
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 4
Unit Title
El Día de Los Muertos/Day of the Dead
Time frame
One week
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Interdisciplinary focus and
technology integration
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: calavera (skeleton/skull) construction, painted masks,
flowers
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify Mexico, Mexico City, and Puebla on the map.
Understand the history and importance of Day of the Dead in Mexican and Central American culture
Identify regional customs and celebrations of this holiday.
Understand the history of Day of the Dead (indigenous & Spanish beliefs)
Recognize music specially composed for the holiday
Name foods especially prepared for holiday
Assessment
Individual and group projects
Homework
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Vocabulary: el día de los muertos, el día de los angelitos, calavera, calaveras de azucar, ofrenda,
copal, flores, mole, indigenos, nativos, españoles, fiesta, almas, familia, el día de todos los santos,
velas, margaritas, comida, las tumbas, atole, pan de muertos, calacas, cempasuchil
Using the internet, research the customs/traditions of Spanish-speaking countries where holiday is
celebrated and also those of the Aztec celebration
Creation of personal ofrendas (altars)
Creation of paper cempasuchil
Students will create/design a calavera (skull)
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
DVD entitled “El Dia de Los Muertos”
Grade 6
Unit 5
Unit Title
El Cuerpo/The Body
Time frame
One week
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify parts of the body
Know how to tell and ask what hurts
Use expressions to tell how one is feeling
Identify health professionals
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
El cuerpo, la cabeza, los ojos, la nariz, la boca, los labios, las orejas, el cuello, los hombros, los
brazos, las manos, el estomago, las piernas, las rodillas, los pies, el pelo, los dientes, la garganta,
la epalda, los dedos, los dedos de pie, fiebre
¿Que te duele(n)?, me duele(n) el (la/ los/ las) ________
¿Como estas?, Estoy bien, Estoy mal, regular, mas o menos, Estoy enfermo (a), me duele (n) . . .
El medico, la medica, el / la dentista, el enfermero, la enfermera
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 6
Unit Title
Los meses/las estaciones/el tiempo/la ropa
Time frame
One week
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify the seasons and months
Identify types of weather
Identify and Use items of clothing in sentences
Create sentences using the verb “llevar”
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Los meses, enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre,
diciembre
Las estaciones, el invierno, la primavera, el verano, el otoño, ¿En que estacion estamos?, etamos en
____________
El tiempo, hace frio, nieva, hace calor, hace sol, llueve, hace buen tiempo, hace mal tiempo, hace
fresco, Esta nublado, hay nubs, ¿Que tiempo hace en el verano (el invierno, julio, etc.), hace
______ en ________, ¿Que tiempo hace hoy?, Hace __________.
La ropa, la camisa, la camiseta, los pantalones, los pantalones cortos, los calcetines, los zapatos, las
zapatillas, la falda, el vestido, los guantes, la gorra, las botas, el abrigo, el sombrero, el
impermeable, el paraguas, la chaqueta, el traje de baño, las joyas, los arêtes, el collar, la pulsera,
el pendiente, la bufanda, la bata, los pijamas
Llevar: llevo, llevas, lleva, llevamos, llevais, llevan, ¿Cuando llevas un / una ?, Yo llevo un / una __
cuando (weather), yo llevo un /una ___ durante (season), ¿Que llevas cuando (weather)?, Cuando
(weather) yo llevo _____, ¿Que llevas hoy?, yo llevo ___________.
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 7
Unit Title
Los objetos de la clase/Classroom objects
Time frame
One to two weeks
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to;
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 8
Unit Title
Las Posadas
Time frame
Three days
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: papel picado, sculptures
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify cities and countries that celebrate Las Posadas (the Inns/Lodgings)
Understand the history of the holiday
Recognize the customs and traditions related to Las Posadas
Understand the Spanish influence on civic and religious holidays in Spanish-speaking countries
Identify the nationalities of people from Spanish-Speaking Countries
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Spanish students will listen to story of “Las Posadas”
Vocabulary: las posadas, santos, las fiestas, tamales, las canciónes, biscochitos, San Ysidro,
luminaria, Hispanic, empanadas, peregrines, masa, los regalos, capirotada, chicos, la iglesia
Music and lyrics of Hispanic singers telling story of Las Posadas
Spanish students will indicate which countries celebrate the holiday on a world map
Creation of luminarias
Research recipes and compare/contrast them to recipes made for holidays in the U.S.
DVD/Video of celebration of Las Posadas in Mexico
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 9
Unit Title
La Casa – The House
Time frame
three to four days
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: famous artists, Spanish and Native American Art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify different types of housing in Spanish
Spell names of houses in Spanish
Understand the different types of housing and building materials in Spanish-speaking countries
Name the contents of houses
Understand the importance of patios in Spanish homes
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Vocabulario: mansión, casa particular, edificio de apartamentos, apartamento, remolque habitable,
casucha, tienda de campaña, cocinar, dormir, patio, sótano, garaje, alcoba, sala, comedor, baño,
la familia, casa, hay, quiero, amor, bonita, grande, fea, flores, ¿Dónde vives?, el cuarto
Workbook activities
SS will design a house and label parts in Spanish
Internet research on patios and casas of Spanish-speaking countries
Matching, guided drawings, review games, concentration, memory
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 10
Unit Title
La Familia
Time frame
Three to five days
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: famous artists, Spanish and Native American Art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify family members in Spanish
Understand how last names are formed in Spanish-speaking countries
Recognize the difference between masculine and feminine nouns
Correctly place adjectives in a sentence
Create a family tree in Spanish
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Vocabulario: el abuelo, la abuelo, los abuelos, el padre, la madre, el hermano, la hermana, el/la
bebé, el chico, la chica, el muchacho, la muchacho, el hijo, la hija, el sobino, la sobrina, el nieto, la
nieta, los padres, los parientes, el padrino, la madrina, el tío, la tía, el sobrino, la sobrino, el gato,
el perro, vivir, tengo, major, menor, alto(a), bajo(a), lindo(a), gracioso(a), guapo(a), flaco(a),
gordo(a)
Workbook activities/DVD on “La Familia”
SS will create a family tree
Adjective placement: adjectives go after nouns in Spanish (i.e. la madre guapa, el padre alto)
Internet research about the importance of the family unit in Spanish-speaking countries
Puppets, guided drawings, review games to reinforce the concepts learned in the unit
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 11
Unit Title
Subject pronouns and Verbs
Time frame
2 weeks
Critical Thinking and Problem Solving
Creativity and Innovation
21st Century Themes
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies connection: maps, continents, Hispanic culture, Native
American and African influences
Language Arts connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: Famous Painters, Spanish and Native American art
Stage 1: Integrate essential questions, big ideas and learning targets,
and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Use and conjugate –ar, -er, and -ir verbs in the present tense
Identify and use subject pronouns in a sentence
Understand the difference between “tú” and “Ud.”
Assessment
Students will be given individual and group projects, homework, tests, and oral questions in order to
demonstrate understanding of the unit.
Differentiation
Hands-on Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, and C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
A.
–ar verbs (present tense): yo -o, tú - as, él/ella / Ud. (usted) –a, nosotros (nosotras)
– amos, ellos /ellas, Uds. (ustedes) – an
-er verbs (present tense): yo -o, tú -es, él/ella/ Ud. (usted) –e, nosotros (nosotras)
-emos, ellos/ellas, Uds. (ustedes) - en
- ir verbs (present tense): yo –o, tú –es, él/ella / usted –e, nosotros (nosotras)
-imos, ellos /ellas, Uds. (ustedes) – en
B. subject pronouns: yo (I), tú (you, familiar), él (he), ella (she), Ud. (you, formal),
nosotros/nosotras (we), vosotros/vosotras (you, plural), ellos, ellas, Uds. (they, you “all”).
C. workbook/matching activities
D. verbs: hablar, saltar, tocar, tirar, patinar, leer, comer, beber, vivir, escribir
E. Creation of student verb rap song
F. Review games – matching, memoria, concentration, matamoscas
Resources
Overhead projector
power point presentations
internet resources
books and manuals
worksheets
Grade 6 Unit 12
Unit Title
Honduras
Time frame
three days
st
21 Century Th
emes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: famous artists, Spanish and Native American Art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify Honduras on a map
Identify heritage of Honduran people
Understand the importance of the Mayan and Spanish cultures in Honduras
Name the mountains, forests, and beaches of Honduras
Name sports and arts important to Honduran people
Recreate a timeline
Identify the current form of government in Honduras
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general skills?
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Read books on Honduras; video clips of Honduran culture
Research Honduras on the internet to gather current, up-to-date facts about Honduras
Complete a topical map of the country
Mayan, Africa, Spanish roots, ethnic groups
Sports – soccer the most important one
Prepare a research report on one to two aspects of Honduran culture
Who were the Spanish conquistadores who came to Honduras?
Honduran economy – money, manufacturing, employment, unemployment, agriculture, mining,
power, coffee, imports, exports,
Food
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Native speakers in class
Grade 6
Unit 13
Unit Title
El arte
Time frame
three to four days
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: famous artists, Spanish and Native American Art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify several artists from Spanish-speaking countries
Recognize and understand the life and art of El Greco, Diego Velázquez, Francisco de Goya, Diego
Rivera, and Frida Kahlo
Recognize vocabulary related to art
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
SS will research history of paintings by El Greco, Velazquez, Goya, Rivera, and Kahlo
SS will recreate painting/drawing of choice
Workbook activities
El arte, el(la) artista, la pinta, el pincel, el dibujo, dibujar, Madrid, Spain, Mexico, la luz, el palacio
royal, la gente,
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets
Grade 6
Unit 14
Unit Title
Leisure and Recreation
Time frame
Four days
21st Century Themes
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Technology: Internet Websites
Interdisciplinary focus and
technology integration
Social Studies Connection: maps, continents, Hispanic Culture, Native
American and African American influences
Language Arts Connection: verbs, grammar
Music Connection: songs, instruments, dance
Art Connection: famous artists, Spanish and Native American Art
Stage 1: Integrate essential questions, big ideas and learning
targets, and ensure it can be differentiated and assessed
Learning Targets-students will be able to:
Identify leisure and recreational activities
Learn how to say “I play”, and “I am going to”
Identify “El Prado” and where it is located
Assessment
Individual and group projects
Homework
Tests
Oral questions
Differentiation
Hands-On Activities
Kinesthetic Activities
Re-teach and Enrichment Activities
Cooperative Learning (Flexible Grouping)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content Standards
http://www.njcccs.org/Worldclassstandards.aspx
NJ Core content standard 7.1 A, B, C strands
Approaches to Learning
Oral proficiency skills
Writing skills
Literacy skills
Learning Experiences and Suggested Activities
Vocabulario: el tiempo libre, las diversions, voy al museo, voy a la fiesta, voy a la playa, voy al
partido, ¿Adónde vas tú hoy?, juego al volibol, juego al fútbol, juego al tenis, juego al básquetbol,
juego al básquetbol, juego al béisbol, me gustar esquiar, me gusta leer, me gusta bailar, me gusta
montar, me gusta nadar, me gusta montar en bicicleta, deportes, una exhibición
Workbook activities
Puppet shows, review games, charades to reinforce learning and practice vocabulary
Internet research to learn more about leisure and recreational activities in Spanish-speaking
countries
Resources
Overhead projector
PowerPoint presentations
Internet Resources
Books and Manuals
Worksheets