Arlington Public Schools World Languages Office
FLES Program
th
5 Grade Scope and Sequence
*Text in purple throughout the document indicates that it is new for this grade level.
Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects Around Me (Greetings and Expressions of
Courtesy, Introductions, Calendar, Colors, Classroom objects, School subjects)
Introductions
Show familiarity with the concept of register, informal tú and formal Usted, through writing and speaking
Simulate conversations between people of different registers
Feelings
Describe how you and others feel in different situations, using tener expressions
Ask and report about how others feel in different situations, using tener expressions
Days of the week
Write a short story/dialogue about where you and others go and are going to go on certain days of the week, using ir and ir + a
Numbers
Multiply and divide numbers from 0-1000
Talk about school
Describe the location of classroom objects using prepositions
Ask and answer questions about to whom school items belong, using ¿De quién/es es/son…?
Write and present orally about your favorite subjects taught in school and when you typically have them, using tener
Describe what you and others do in different classes using the verbs: aprender, comprender, leer and escribir
Theme 2: Contemporary Life: Talking about others and Daily Life (Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food,
Activities)
Talk about the calendar and weather
Describe, orally and in writing, the climates in different geographic locations
Use information from a weather forecast to make plans
Clothing
Give opinions about clothing and how it fits using ¿Cómo es? and quedarse
1 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Describe and make comparisons between the sizes and prices of different items of clothing
Talk about others
Interview others about their preferences and use comparisons to say what you and others like more or less
Agree and disagree with others’ like and dislikes using también and tampoco
Compare physical and personal traits of others, using más que and menos que
Utilize numbers
Write word problems with numbers 0-1000
Telling time
Talk about how much time you and others spend doing various activities
Make comparisons between time on activities using más que and menos que
Food
Set the table, describing orally items and their location
Categorize 10 different food items into groups, based on the USDA Mi plato
Describe in 3 different ways some typical foods and food-related items especially from Cuba
Demonstrate how to order food in a restaurant
Theme 3: Families and Communities: Talking about your Community and Living things (Community Places, Animals, Family, Parts of the body,
Home, Animal Habitats)
Talk about parts of the body
Talk and write about what parts of your body and the bodies of others hurt using the verb doler
Family
Use the possessive adjectives mi(s), tu(s) and su(s) to write 3-5 sentences about what your family members do as a profession
Community
Read about professions and correctly answer 3-5 questions
Home
Recognize and describe rooms in the house
Talk about your and others’ chores
Identify furniture in the home and items needed for chores
Use commands to instruct others to do their chores
Use transitional words like primero, luego, finalmente to give commands in consecutive order
2 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Theme 4: Global Communities: Communities around the World (Places, Cities, Countries, Geography, Conservation, Traditions and Celebrations
in Spanish Speaking Countries)
Locate these countries and their capital cities on a map: Nicaragua, Paraguay, Cuba.
Recognize and tell the colors of these flags: Nicaragua, Paraguay, Cuba.
Recognize and identify major landmarks, geographic features and historical places in Nicaragua, Paraguay, Cuba.
Read and act out a story about one of the identified countries.
Learn a poem from each of the target countries.
Name two common fruits and two typical dishes from the identified countries.
Read and relay information about some important people from the target countries.
Play some traditional games that children in the identified countries play.
Learn the importance of and some key elements of the quinceañera.
3 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Yearly Progress Indicators for Fifth Grade
Novice Mid-High, based on ©ACTFL Progress Indicators for Language Learners
To be developed throughout the school year
Interpersonal
Communication
Presentational
Speaking
Presentational
Writing
Interpretive
Listening
Interpretive
Reading
* I can make some simple statements in a conversation.
* I can answer questions about what I like and dislike.
* I can communicate some basic information about my everyday life.
* I can ask and talk about friends and family members and their characteristics.
* I can ask about and identify familiar things in a picture from a story.
* I can present basic information about my community.
* I can talk about my daily activities using words, phrases, and memorized expressions.
* I can present information about my life using phrases and simple sentences.
* I can tell about a familiar experience or event using phrase and simple sentences.
* I can list my daily activities and write lists that help me in my day-to-day life.
* I can write information about my daily life.
* I can write short notes using phrases and simple sentences.
* I can write about a familiar experience or event using practiced material.
* I can recognize and understand words and phrases that I have learned for specific purposes.
* I can sometimes understand questions about how old I am, where I live, and what I do in my free time.
* I can understand simple information when presented with pictures or graphs.
* I can recognize words and phrases with the help of visuals.
* I can recognize words and phrases when I associate them with things I already know.
* I can usually understand short, simple messages on familiar topics.
* I can sometimes understand short, simple descriptions with the help of pictures or graphs.
4 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Theme 1: Personal and Public Identities: Socializing, Talking About Self and Recognizing Objects Around Me
Subthemes: Greetings, Introductions and Expressions of Courtesy, Talking about Self, Numbers and Shapes, Classroom Objects, Calendar, Colors,
Classroom objects, School subjects
Estimated Time 13.5 class hours
Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects Around Me (Greetings and Expressions of
Courtesy, Introductions, Calendar, Colors, Classroom objects, School subjects)
Introductions
Show familiarity with the concept of register, informal tú and formal Usted, through writing and speaking
Simulate conversations between people of different registers
Feelings
Describe how you and others feel in different situations, using tener expressions
Ask and report about how others feel in different situations, using tener expressions
Days of the week
Write a short story/dialogue about where you and others go and are going to go on certain days of the week, using ir and ir + a
Numbers
Multiply and divide numbers from 0-1000, including those with decimals
Talk about school
Describe the location of classroom objects using prepositions
Ask and answer questions about to whom school items belong, using ¿De quién/es es/son…?
Write and present orally about your favorite subjects taught in school and when you typically have them, using tener
Describe what you and others do in different classes using the verbs: aprender, comprender, leer and escribir
Unit Overview:
In this unit students will demonstrate their ability to socialize with people of different ages and situations by accurately using the registers tú and
Usted through speaking and writing. Students will use expressions with tener to be able to describe with greater accuracy others feel. Further,
students will write a short story or dialogue in the simple future tense by indicating where they and others are going to go using ir + a.
Within the category of school, students will hone their presentation skills as they describe where various items are found around their class and the
school and as they expound with greater detail about their favorite subjects and when they have them.
5 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Math connections with numbers from 0-100 can be made by having students solve multiplication and division problems with decimals, which
address Math SOL 5.5. The investigations unit, which addresses Science SOL 5.1, focuses on classification of materials.
Guiding Questions:
1. Can you write and talk, imagining both formal and informal people and situations?
2. Can you describe how others feel, using tener?
3. Can you write a story about where you and other people are going to go to, using ir + a?
4. Can you multiply and divide decimals?
5. Can you use prepositions to describe the location of objects in our class and school?
6. Can you write about your favorite school subjects and when you have them? Can you present this information orally?
Unit “Can Do” Statements:
- I can write and talk, imagining both formal and informal people and situations.
- I can describe how others feel, using tener.
- I can write a story about where you and other people are going to go to, using ir + a.
- I can multiply and divide decimals.
- I can use prepositions to describe the location of objects in our class and school.
- I can write about your favorite school subjects and when you have them? Can you present this information orally.
Curricular Extensions:
Math:
 SOL 5.5
The student will
a)
find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors
with only one nonzero digit); and
b)
create and solve single-step and multistep practical problems involving decimals.
Science:
 SOL 5.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and
conducting investigations.
6 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
VOCABULARY*
Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects around Me
Subthemes: Greetings, Introductions and Expressions of Courtesy, Talking about Self, Numbers and Shapes, Classroom Objects, Calendar, Colors, School subjects
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
Greetings/ Saying Goodbye
¿Qué tal?
Hasta la próxima
Hasta mañana
How’s everything?
Until next time
See you tomorrow
Introductions
¿Cómo se llama el chico/la chica?
Se llama…
Mucho gusto
¿Quién es…?
¿Cuántos años tiene ___?
Tiene…. años.
What’s his/her name?
His/Her name is…
Nice to meet you
Who is the boy/girl?
How old is ___?
He/She is___ years old.
Basic Questions and Answers/Expressions of Courtesy
¿Y tú?
And you (informal)?
¿Dónde vives?
Where do you live?
Vivo en Arlington.
I live in Arlington.
¿Dónde vive ___?
Where does he/she live?
Vive en Arlington.
He/She lives in Arlington.
Emocionado-a/Entusiasmado-a
Excited
Enojado-a
Angry
Nervioso-a
Nervous
Enfermo-a
Sick
¿Cómo es tu familia?
What’s your family like?
Tú
You, informal
Usted
You, formal
Feelings and Posession
Tener
Tiene
Tienen
To have
S/He has
They/You all have
7 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Tenemos
Tengo la clase de ___ a las ____.
¿Tienes un _____?
Tengo un ____ que uso en la clase de ____.
Hambre
Sed
Suerte
Sueño
Prisa
Miedo
Calor
Frío
Cuidado
Razón
Vergüenza
Ganas de…
We have
I have ___ class at ___ o’clock.
Do you have a ___?
I have a ___ that I use in my ___ class.
Hunger
Thirst
Luck
Sleepiness
Hurry
Fear
Heat
Cold
Caution
Reason
Embarrassment
Desire to…
Calendar
¿Cuándo es tu día festivo favorito?
_____ es el _____ de ______.
¿A dónde vas los ____?
Los ___, voy a ___.
¿A dónde va tu compañero los ___?
Mi compañero va a _____ los ____.
When is your favorite holiday?
____ i son the _____ of _____.
Where do you go on ____?
On ____, I go to ____?
Where does your classmate go on ____?
My classmate goes to ____ on ____?
Special Classes
¿Cuál es tu clase favorita?
¿Cuándo tienes tu clase favorita?
Tengo arte el lunes.
¿Qué haces en tu clase favorita?
Escribir
Leer
Contar
Cantar
Correr
Pintar
What’s your favorite class?
When does your favorite class meet?
I have art on Monday.
What do you do in your favorite class?
Write
Read
Count
Sing
Run
Paint
8 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Aprender
Comprender
Enseñar
Basic Commands
Presenten a su amigo/compañero
Lean
Rotulen
Den
Describan
To learn
To understand
To teach
Introduce your friend/classmate
Read
Label
Give
Describe
Math-Basic Vocabulary for Computation
Par
Impar
¿Cuánto es 3 por 4?
3 por 4 es doce.
Even
Odd
What’s 3 times 4?
3 times 4 is twelve.
Classroom Objects
La pluma
Los marcadores
Los crayones
El pupitre
La mochila
El sacapuntas
El lápiz
El libro
El cuaderno
Las tijeras
Los lápices de color
El borrador
El pegamento
La bandera
El escritorio
La silla
La pizarra
pen
markers
crayons
desk (student)
backpack
pencil sharpener
pencil
book
notebook
scissors
color pencils
eraser
glue
flag
desk (teacher)
chair
board
9 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Theme 2: Contemporary Life: Talking about others and daily Life
Subthemes: Calendar, Numbers, Shapes, Colors, seasons, weather, clothing, food, activities
Estimated Time 13.5 class hours
Theme 2: Contemporary Life: Talking about others and Daily Life (Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food,
Activities)
Talk about the calendar and weather
Describe, orally and in writing, the climates in different geographic locations
Use information from a weather forecast to make plans
Clothing
Give opinions about clothing and how it fits using ¿Cómo es? and quedarse
Describe and make comparisons between the sizes and prices of different items of clothing
Talk about others
Interview others about their preferences and use comparisons to say what you and others like more or less
Agree and disagree with others’ like and dislikes using también and tampoco
Compare physical and personal traits of others, using más que and menos que
Utilize numbers
Write word problems with numbers 0-1000
Telling time
Talk about how much time you and others spend doing various activities
Make comparisons between time on activities using más que and menos que
Food
Set the table, describing orally items and their location
Categorize 10 different food items into groups, based on the USDA Mi plato
Describe in 3 different ways some typical foods and food-related items especially from Cuba
Demonstrate how to order food in a restaurant
10 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Unit Overview
In this unit students demonstrate an evolving and expanding ability to communicate in Spanish. As it relates to the weather, students will be able
to describe the climates in different locations and will use the weather forecast in order to make plans. Students will strengthen their skills as they
relate to weather patterns, which addresses Science SOL 4.6
Students will continue their study of clothing, giving opinions and describing it, especially in order to make comparisons. As they compare the
prices of different clothing items, students will reinforce Math SOL 5.5, using decimals in a variety of ways. Students will also be able to make
comparisons between people’s physical and personal traits. Students will expand their ability to tell time and compare between the amounts of
time spent in various activities.
Finally, students will expand their knowledge of and abilities to communicate about food and food related items. Students will set the table in
Spanish, will group foods together into groups and will demonstrate how to order food in a restaurant.
Guiding Questions:
1. Can you describe the weather in different locations?
2. Can you read and hear a forecast and make plans accordingly?
3. Can you compare sizes and prices of clothing?
4. Can you use decimals to solve math problems related to prices of clothing?
5. Can you make comparisons between different people or groups of people?
6. Can you write word problems with numbers between 0 and 1000?
7. Can you set the table correctly in Spanish?
8. Can you group foods into categories?
9. Can you order food in a restaurant in Spanish?
Unit “Can Do” Statements:
1. I can describe the weather in different locations.
2. I can read and hear a forecast and make plans accordingly.
3. I can compare sizes and prices of clothing.
4. I can use decimals to solve math problems related to prices of clothing.
5. I can make comparisons between different people or groups of people.
6. I can write word problems with numbers between 0 and 1000.
7. I can set the table correctly in Spanish.
8. I can group foods into categories.
9. I can order food in a restaurant in Spanish.
11 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Curricular Extensions
Math:
SOL 5.5 The student will
a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one
nonzero digit); and
b) create and solve single-step and multistep practical problems involving decimals.
SOL 5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.
Science:
SOL 4.6
The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
12 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
VOCABULARY*
Theme 2: Contemporary Life: Talking about others and daily life
Subthemes: Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food, Activities
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
Calendar
El lunes voy a…
El viernes va a…
¿Qué vas a hacer el sábado?
On Monday I will…
On Friday he/she will…
What are you going to do on Saturday?
Weather/El Clima
¿Cómo está la temperatura?
What is the temperatura?
La temperatura está a…grados Fahrenheit, grados Centígrados The temperatura is __ degrees Fahrenheit, degrees Celsius.
la tierra
The earth
el sol
The sun
la luna
The moon
el mapa
The map
el termómetro
The thermometer
caluroso
warm
fresco
cool
lluvioso
rainy
nublado
cloudy
soleado
sunny
el pronóstico
forecast
¿Cómo estará la temperatura?
What will the temperature be?
Estará…
It will be…
¿Cómo está el tiempo en Argentina?
What’s the weather like in Argentina?
El periódico
newspaper
Clothing/La Ropa
¿Cuánto cuesta el vestido?
El vestido cuesta __ dólares, pesos, etc.
Barato
How much does the dress cost?
The dress costs __ dolars, pesos, etc.
Cheap
13 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Caro
Este/a/os/as
Eso/a/os/as
¿Cómo te queda…?
Me queda…
Grande
Mediano
Pequeño
Yo me pongo…
Llevo
La camisa
Los pantalones
La falda
El vestido
Los zapatos
Los calcetines
El abrigo
Los guantes
Las botas
El gorro
La gorra
Los pantalones cortos
Traje de baño
Interests and Leisure Activities
Dentro (de)
Fuera (de)
El patio
Me gusta
Me encanta
No me gusta
Voy a ….
Vas a….
No voy a…..
Expensive
This, these
That, those
How does the ___ fit you?
It fits me…
Large
Medium
Small
I put on…
I wear
shirt
pants
skirt
dress
shoes
socks
coat
gloves
boots
hat
(baseball) cap
shorts
bathing suit
Inside (of)
Outside (of)
The patio/park
I like
I love
I don’t like
I am going to…
You are going to…
I am not going to…
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No vas a….
Y
Jugar al fútbol
Jugar al fútbol americano
Jugar al baloncesto
Montar (en) bicicleta
Bailar
Escuchar música
Ir al cine
Comprar
Leer
Pintar
You are not going to…
And
To play soccer
To play football
To play basketball
To ride a bike
To dance
To listen to music
To go to the movies
To buy/shop
To read
To paint
Food
¿Qué te/le gustaría comer?
Quisiera…
Frutas
Vegetales
Proteínas
Granos
Lácteos
Como
Bebo
Yo quiero comer…
Yo quiero beber…
el agua
la leche
el jugo
la limonada
el refresco
las papas fritas
el sándwich
la hamburguesa
el perro caliente
What would you like to eat?
I would like…
Fruits
Vegetables
Proteins
Grains
Dairy
I eat
I drink
I want to eat
I want to drink
the water
the milk
the juice
the lemonade
the soda
the french fries
the sandwich
the hamburger
the hot dog
15 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
la lechuga
el tomate
la zanahoria
el maíz
el jamón
el queso
la banana
las fresas
las uvas
la sandía
los frijoles
el flan
el desayuno
el almuerzo
la cena
la comida
picante
dulce
amargo
delicioso
Telling Time
¿Qué hora es?
Es la/Son las…
Minutos
Horas
Cuarto
Media
Más que
Menos que
¿Cuánto tiempo pasas en la escuela?
the lettuce
the tomatoes
the carrot
the corn
the ham
the cheese
the banana
the strawberries
the grapes
the watermelon
the beans
the flan
breakfast
lunch
dinner
food/meal
spicy
sweet
bitter
delicious
What time is it?
It’s ___ o’clock.
Minutes
Hours
Quarter (of an hour)
Half (of an hour)
More than
Less than
How much time do you spend at school?
16 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Theme 3: Families and Communities: Talking about Community and Living Things
Subthemes: Community Places, Animals, Family, Parts of the body, Home, Animal habitats, modes of transportation
Estimated Time: 13.5 class hours
Theme 3: Families and Communities: Talking about your Community and Living things (Community Places, Animals, Family, Parts of the body,
Home, Animal Habitats)
Talk about parts of the body
Talk and write about what parts of your body and the bodies of others hurt using the verb doler
Family
Use the possessive adjectives mi(s), tu(s) and su(s) to write 3-5 sentences about what your family members do as a profession
Community
Read about professions and correctly answer 3-5 questions
Home
Recognize and describe rooms in the house
Talk about your and others’ chores
Identify furniture in the home and items needed for chores
Use commands to instruct others to do their chores
Use transitional words like primero, luego, finalmente to give commands in consecutive order
Unit Overview:
In this unit, students will expound upon descriptions of bodies, aches and pains as they use oral and written skills to describe these situations. As it
relates to professions, students will write 3-5 sentences about what family members do as their professions. Further, they will read about
professions and answer related questions. A connection to Science can be made through the unit on matter and molecules, which connects to
Science SOL 5.4.
Students will delve deeply into the study of the home. They will describe rooms in the house and furniture within. They will discuss chores, their
own and others’, and they will practice with giving commands to do these chores. Finally, students will use transitional words in order to give
commands to complete chores in a particular order.
17 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Guiding Questions:
1. Can you talk and write about parts of the body that hurt you?
2. Can you write about what your family members do as professions?
3. Can you read a story about professions and correctly answer related questions?
4. Can you recognize and describe rooms in the house?
5. Can you talk about chores that you have to complete?
6. Can you ask others about their chores?
7. Can you command others to do chores?
8. Can you create a logical sequence of commands for chores?
Unit “Can Do” Statements:
1. I can talk and write about parts of the body that hurt you.
2. I can write about what your family members do as professions.
3. I can read a story about professions and correctly answer related questions.
4. I can recognize and describe rooms in the house.
5. I can talk about chores that you have to complete.
6. I can ask others about their chores.
7. I can command others to do chores.
8. I can create a logical sequence of commands for chores.
Curricular Extensions:
Science:
SOL 5.4
The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or
gas. Key concepts include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds; and
e) mixtures including solutions.
18 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
VOCABULARY*
Theme 3: Families and Communities: Talking about Community and Living Things
Subthemes: Community Places, Animals, Family, Parts of the body, Home, Animal habitats, modes of transportation
Estimated Time: 13.5 class hours
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
Body Parts/Partes del Cuerpo
Me duele(n)…
¿Te duele(n)…?
Le duele(n)…
La cara
La cabeza
Las piernas
Los brazos
Los pies
Las manos
Las orejas
Los ojos
Los dedos
La lengua
La nariz
La cola
Las patas
El hocico
El pico
My ___ hurts me.
Does your ___ hurt you?
His/Her ___ hurts him/her.
The face
The head
The legs
The arms
The feet
The hands
The ears
The eyes
The fingers
The tongue
The nose
The tail
The paws
The snout
The beak
Family
Mi(s)
Tu(s)
Su(s)
Nuestro/a(s)
-ito/a -ico/a
La mamá/madre
El papa/padre
La hermana
My
Your
His / Hers / Theirs
Ours
diminitutive ending, used frequently as a term of endearment
mother
father
sister
19 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
El hermano
La abuela
El abuelo
El primo
La prima
El tío
La tía
Home
Primero
Segundo
Tercero
Luego
Después
Finalmente
Pasar la aspiradora
Barrer el suelo
Limpiar
Lavar los platos
El dormitorio
La sala
El comedor
Los muebles
El sofá
La cama
La silla
La alfombra
La mesa
la casa
el apartamento
la sala
el cuarto
la cocina
el baño
el jardín
el patio
brother
grandmother
grandfather
cousin (male)
cousin (female)
uncle
aunt
First
Second
Third
Then
After
Finally
To vacuum
To sweep the floor
To clean
To wash the dishes
The bedroom
The living room
The dining room
Furniture
Couch
Bed
Chair
Rug
Table
the house
the apartment
the living room
the bedroom
the kitchen
the bathroom
the garden/yard
the patio
20 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Land and Sea Habitats
la tierra
el bosque
el bosque tropical
el desierto
el océano
el río
la cueva
el árbol
las plantas
the land
the woods
the rain forest
the desert
the ocean
the river
the cave
the tree
the plants
Transportation
¿Cómo vas a ?
Voy a ___ en/a ___
en tren
en avión
en autobús
en coche/carro
en barco
en bicicleta
a pie
How to you get to
I go to ___ by ___.
on train
on plane
on a bus
in a car
on a boat
on a bike
on foot
Town and Professions
El/La medico/a
El/La panadero/a
El/La policía
El/La vendedor/a
El/La trabajador/a
La comunidad
Trabajar
Vender
Crear
Ayudar
La calle
El mapa
La heladería
El hospital
?
Doctor
Baker
Police
Salesperson/Shop owner
Worker
Community
To work
To sell
To create
To help
Street
Map
Ice cream shop
Hospital
21 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
El museo
El supermercado
Ve
Camina
A la derecha
A la izquierda
¿Cómo voy a ….?
Museum
Supermarket
Go (as a command)
Walk (as a command)
To the right
To the left
How do I get to…?
22 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Theme 4: Global Communities: Communities around the World:
Subthemes: Places, Cities, Countries, Geography, Ecosystems and Biomes, Traditions and Celebrations in Spanish Speaking Countries.
Estimated Time: 13.5 class hours
Theme 4: Global Communities: Communities around the World (Places, Cities, Countries, Geography, Conservation, Traditions and Celebrations
in Spanish Speaking Countries)
Locate these countries and their capital cities on a map: Nicaragua, Paraguay, Cuba.
Recognize and tell the colors of these flags: Nicaragua, Paraguay, Cuba.
Recognize and identify major landmarks, geographic features and historical places in Nicaragua, Paraguay, Cuba.
Read and act out a story about one of the identified countries.
Learn a poem from each of the target countries.
Name two common fruits and two typical dishes from the identified countries.
Read and relay information about some important people from the target countries.
Play some traditional games that children in the identified countries play.
Learn the importance of and some key elements of the quinceañera.
Unit Overview
The goals of this unit are for students to appreciate and to understand key components of the cultures from Nicaragua, Paraguay and Cuba.
Students will be able to recognize geographic and historical features, in addition to prominent people, practices and products from the identified
countries. Students will engage with the culture by reading and acting out stories and poems from the targeted countries.
Guiding Questions:
1. Can you tell me the colors of the flags of Nicaragua, Paraguay and Cuba?
2. Can you locate the identified countries on a map? Can you identify major landmarks?
3. Can you name the two principal fruits and foods from the identified countries?
4. Can you act out a story from one of the target countries?
5. Can you recite a poem from one of the identified countries?
6. Can you name and cite two facts about two important people from the target countries?
7. Can you name the most important product of the identified countries?
8. What is the quinceañera? When is it celebrated and by whom? What are the major elements?
23 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
Unit “Can Do” Statements for Culture:
1. I can tell me the colors of the flags of Nicaragua, Paraguay and Cuba.
2. I can you locate the identified countries on a map. I can you identify major landmarks.
3. I can name the two principal fruits and foods from the identified countries.
4. I can act out a story from one of the target countries.
5. I can recite a poem from one of the identified countries.
6. I can name and cite two facts about two important people from the target countries.
7. I can name the most important product of the identified countries.
8. I can define the quinceañera and describe when is it celebrated and by whom and its major elements.
24 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade
VOCABULARY*
Theme 4: Global Communities: Communities Around the World:
Subthemes: Places, Cities, Countries, Geography, Ecosystems and Biomes, Traditions and Celebrations in Spanish Speaking Countries.
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
La quinceañera
el cumpleaños
las damas
los chambelanes
los padrinos
los invitados
la recepción
la iglesia
la misa
la limosina
el vestido
la tiara
el pastel
el baile
el vals
el regalo sorpresa
la última muñeca
la fotografía
15th birthday celebration
birthday
ladies, equivalent of bridesmaids
gentlemen, equivalent of groomsmen
Godparents
guests
reception (party)
church
mass
limousine
dress
tiara
cake
dance
waltz
surprise gift
the last doll
photo
25 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Fifth Grade