ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish
GRADE LEVEL: Grade 6
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Greetings, Leave taking, Names, Professions,
Origin using ser, Alphabet, Names of
countries, Classroom objects, How do you
spell?, Dates: month, day Age, Birthday,
Numbers 0-31, What does ---- mean?,
Interrogatives, Tag questions, Classroom
instructions/questions, Expressions of
courtesy, Likes/dislikes with activities and
adverbs/negative adverbs: tampoco ni----ni,
Adjective description for people, Asking
what people are like?, Noun/adjective
agreement, emphatic with gustar, School
supplies/subjects/schedules, Numbers 32-59,
Telling time, Singular forms of verbs to
discuss schedules, Ordinal numbers, Tener,
Personal Pronouns, Ar verbs, Subjects/verb
agreement, Feeling sorry, Adverbs of
location, Para, Public buildings and places,
Seasons, Sports/leisure activities, Invitations,
Querer/poder, ir, Prepositional pronoun s,
Estar, Adverbs of frequency, Adverbs with
time, Expressions of surprise, Possessives,
Plural nouns/adjectives, Family members,
Number 60-100, How many, Colors, Prices,
Position of adjective, Weather.
Produce and perform brief guided conversations
related to student’s needs and interests (e.g. home,
school, family)
Create brief conversations related to public place
functions in simulation – food shopping,
preferences
Tell about simple daily routines
Prepare and respond to basic directions,
instructions, commands, and requests in the
classroom
Describe state of being and feelings
Propose and answer simple questions
Generate conversations integrating basic routine
social situations including greetings, leave takings,
and simple introductions to self and family
Describe daily environmental related topicsweather, time, seasons in routine conversations
and apply these concepts as appropriate
Count and use numbers in other functions –
temperature, time, money, to indicate quantity
State preferences pertaining to everyday life
Demonstrate comprehension of short face to face
and audio conversations on familiar topics
Assess main idea of simple oral/written narratives
and texts on familiar topics
Distinguish words and phrases heard or seen in
songs
Utilize appropriate responses to oral and/or written
requests, directions and other information
Identify people and objects based on oral and
written descriptions
Demonstrate comprehension and use for
contextualized understanding of isolated words or
phrases in authentic but unfamiliar printed material
or announcements from target culture
Repeat unfamiliar words that recombine familiar
Spanish 6
Page 1
Approx. Time Allotment:
Instructional Strategies
Oral presentation
Simulated activities through role playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation cards)
Modeling
Realia
Audio tapes activities
Videotapes activities
Computer software
Overhead transparences activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities (e.g.
workbook exercises, taking notes, listing,
categorizing, labeling, summarizing,
comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
-1-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
sound patterns and letter combinations
Use knowledge of linguistic system (grammar,
word patterns) to derive meaning from unfamiliar
material
Use cognates to facilitate comprehension
Read aloud familiar stories, passages, dialogues
etc. with appropriate intonation and
comprehensible pronunciation
Recite proverbs, nursery rhymes, short poems, and
songs
Compose and present simple guided texts on
familiar topics
Reproduce in written form most language that is
used orally
Use oral or written language to give messages,
write reports, etc.
Use target language pronunciation and spelling for
specific vocabulary inbedded in native language
presentations (e.g. names of places, people, things
that appear in more complex presentations made in
English
Interpret and use gestures germaine to the
language
Practice skills “Teacher of the Day”
Evaluate communicative skills using decrete point
quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Introduce a new friend
Discuss daily activities
Produce projects (calendars, daily logs, family
trees)
Develop oral presentation
Construct reports
Assess listening skills through TPR
Assess aural comprehension via dictations
Spanish 6
Page 2
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments
Note taking by classmate for reproduction
Spanish 6
Enrichment Strategies
Remediation Strategies
World Language Departmental Initiatives
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship Recipient
Presentations
Fun Day
Level I Grade 6 Opportunities
Field trips
Music
Enhancement activities (e.g. provide extra
reading material, extra listening and
speaking opportunities)
Guest speakers/visiting artists/visiting
exchange students
Student designed activities
Out of class enhancement activities (e.g.
movies related to or in target language,
language luncheon groups)
Page 3
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages: French, German,
Latin, and Spanish. Compare and
contrast languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math
systems
Geography: maps, demographics,
climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Art: art history, folk art, crafts, student
art projects, architecture
Science: famous scientists, ecology,
natural sciences
Consumer Science: cuisine, etiquette,
fashion, advertising
Physical Education: sports, recreational
activities, health and fitness
Technology Education: student projects
and research utilizing all phases of
technology
-3-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through
the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world
language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure
and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Greetings, Leave taking, Names,
Professions, Origin using ser,
Alphabet, Names of countries,
Classroom objects, How do you
spell?., Dates: month, day, Age,
Birthday, Numbers 0-31, What does ---mean?, Interrogatives, Tag
questions, Classroom
instructions/questions, Expressions of
courtesy, Likes/dislikes with activities
and adverbs/negative adverbs;
tampoco, ni---ni, Adjective descriptive
for people, Asking what people are
like?, Noun/adjective agreement,
emphatic with gustar, School
supplies/subjects/schedules, Numbers
32-59, Telling time, Singular forms of
verbs to discuss schedules, Ordinal
numbers, Tener, Personal Pronouns,
Ar verbs, Subject/verb agreement,
Feeling sorry, Adverbs of location,
Para, Public building and places,
Seasons, Sports/leisure activities,
Invitations, Querer/poder, ir,
Prepositional pronoun s, Estar,
Adverbs of frequency, Adverbs with
time, Expressions of surprise,
Possessives, Plural nouns/adjectives,
Family members, Numbers 60-100,
How many, Colors, Prices, Position of
adjectives, Weather
CONNECTIONS
Use every day number skills to do simple math problems and to
calculate currency equivalencies in the target language
Make, label and read maps using appropriate geographical terms
in the target language
Manipulate the applications of the metric system in talking
about weather, height, weight, distance
Recognize famous historical events, people, landmarks, places,
products for the target culture
Examine American historical events, place names, famous
people and events from the target language (if possible)
Demonstrate knowledge of other forms of government
Apply as appropriate language arts skills to the target languagepunctuation, dictionary skills, reading and writing skills
Demonstrate awareness of artistic and musical contributions,
and practices present in the target culture-famous works of art,
special musical instruments, famous artists or composers, well
known songs
Use computer, multimedia, traditional texts and printed material
to find information on familiar themes to integrate in other
target language activities (menus, phone book ads, TV and
movie listings)
Analyze form, presentation, layout of target culture products to
examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target language
Recognize Anglicisms present in the target language
Compare grammatical structures, pronunciation and writing
systems between native and target languages
Identify different social conventions (e.g. forms of address,
idiomatic expressions, phone etiquette)
Demonstrate understanding that vocabulary terms mean
different things in different cultures
Identify and understand cognates between languages
Page 4
Spanish 6
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Text:
Paso a Paso (Prentice Hall,
2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline
Masters for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity
Blackline Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verb Sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-4-
Instructional Strategies
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues (e.g.
situation cards)
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities
(e.g. Workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through
the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world
language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure
and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Spanish 6
Assessment
Understand and use appropriate nonverbal communication of
the target language
Use the target language in a manner appropriate to the etiquette
of the native speaker
Compare and contrast basic conditions in the various target
cultures (e.g. weather, seasons, food customs)
Speculate and defend perceptions on why certain products are
important in the target culture
Compare target culture products toys, games, foods, with those
in native culture
Compare target culture daily practices (e.g. grocery shopping)
with native culture
Compare celebrations and holidays common to the cultures of
the target language and the native culture (US)
(e.g. Thanksgiving only celebrated in U.S., why and where in
Cinco de Mayo celebrated)
COMMUNITY
Identify the target language in the students’ daily life (e.g.
restaurant menus, recipes, TV commercials, travel programs,
movies)
Find connections with the target culture through the use of
technology, media and authentic sources
Participate in structured curricular programs designed to extend
learning beyond the classroom
(e.g. visiting artists, field trips)
Discover and utilize rich resources within the RTM community
(e.g. Wilmington,
Philadelphia, West Chester, Kennett Square, Lancaster, New
York City)
Use target language to respond to basic target language
situations encountered in the students’ daily life (e.g. read a
menu, write to a pen pal, give directions to a visitor, thank
visiting artists)
Listen to music, sing songs, and/or play instruments from target
culture
Page 5
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
-5-
Instructional Strategies
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through
the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world
language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure
and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate materials
from target culture
Experience new foods from target culture
View age-appropriate and linguistically appropriate materials
from target culture
Demonstrate survival skills in an immersion experience
Evaluate communicative skills and cultural knowledge using
discrete point quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Assess aural comprehension via dictation
Select and order from a café menu
Discuss daily activities and current events
Produce projects (e.g. calendars, daily logs, family trees)
Construct reports
Develop oral presentations using relevant vocabulary,
grammatical concepts and cultural knowledge.
Spanish 6
Page 6
-6-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future assignments
Note taking by classmates for reproduction
Spanish 6
Enrichment Strategies
World Language Department Initiates
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
recipient presentations
Fun Day
Community concert series
Level I Grade 6 Opportunities
Field trips
Enhancement activities (e..g. provide
extra reading material, extra listening
and speaking opportunities)
Guest speakers/Visiting artists/visiting
exchange students
Student designed activities
Page 7
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages – French, German,
Latin, Spanish (compare and contrast
languages within the discipline)
Mathematics (currency exchange,
measurement systems)
Geography (maps, demographics, climate)
Language Arts (etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema)
Social Studies (culture, civics, history,
humanities, economics, ethnicity,
government)
Music (folk songs, dances, popular music,
musical instruments)
Art (art history, crafts, student art projects,
architecture)
Science: famous scientists, ecology,
natural sciences
Consumer Science: cuisine, etiquette,
fashion, advertising
Physical Education: sports, recreational
activities, advertising
Technology Education: student projects
and research utilizing all phrases of
technology
-7-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Greetings, Leave taking, Names,
Professions, Origin using ser, Alphabet,
Names of countries, Classroom objects,
How do you spell?, Dates: month, day, age,
birthday, numbers 0-31, What does ---mean?, Interrogatives, Tag questions,
Classroom instructions/questions,
Expressions of courtesy, Likes/dislikes with
activities and adverbs/negative adverbs:
tampoco, ni---ni, Adjective description for
people, Asking what people are like?,
Noun/adjective agreement, emphatic with
gustar, School supplies/subjects/schedules,
Ordinal numbers, Tener, Personal Pronouns,
Ar verbs, Subject/verb agreement, Feeling
sorry, Adverbs of location, Para, Public
building and places, Seasons, Sports/leisure
activities, Invitations, Querer/poder, ir,
Prepositional pronoun s, Estar, Adverbs of
frequency, Adverbs with time, Expressions
of surprise, Possessives,
Likes/dislikes/preferences with things,
Plural nouns/adjectives, Family members,
Numbers 60-100, How many, colors, Prices,
Position of adjectives, Weather.
Identify cultural differences in the areas
of number formation, telling time,
calendar design, giving phone numbers
Use appropriate courtesy and etiquette
behaviors in basic daily-life social
situations (e.g. greetings, leave takings)
Support oral language through culturally
appropriate non-verbal cues in simple
daily-life situations (e.g. counting from
thumb, signaling waiter)
Compare and identify cultural
similarities and differences in areas
related to linguistic concepts studied
(e.g. food, clothing, leisure time, school)
Discuss and dispel inappropriate
stereotypical images associate with
target culture
Demonstrate awareness of special
customs of target culture as related to
daily-life activities and special events
(e.g. holidays, gift giving, social roles)
Sing folk songs in target language
Identify contributions of target culture to
English language and American society
Research and describe significant
locations and monuments of target
culture
Demonstrate awareness of global impact
of target language
Demonstrate knowledge of geographical
features, landmarks, seminal historical
events, key institutions and some
political structures of the target culture
environments
Demonstrate knowledge of selected
Spanish 6
Approx. Time Allotment:
Page 8
Text:
Paso a Paso (Prentice Hall, 2000) and all
ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for
Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verb Sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Instructional Strategies
Oral presentations
Simulated activities through role playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation cards)
Modeling
Realia
Audio tape activities
Videotapes activities
Overhead transparency activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities (e.g.
workbook exercises, taking notes, listing,
categorizing, labeling, summarizing,
comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
-8-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
major works of art, music, literature, if
possible using the target language
Interpret and use gestures germane to the
language
Evaluate cultural awareness using
discrete point quizzes and
prochievement chapter tests
Recite dialogues
Create role plays
Describe a family member
Introduce a new friend in a cultural
context
Discuss daily activities
Produce projects (e.g. calendars, daily
logs, family trees)
Develop oral presentations within a
correct cultural context
Construct reports
Assess cultural assimilation through
TPR
Spanish 6
Page 9
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments
Note taking by classmate for reproduction
Spanish 6
Enrichment Strategies
World Language Department Initiatives
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship Recipient
Presentations
Fun Day
Level I Grade 6 Opportunities
Field trips
Music
Enhancement activities (e.g. provide extra
reading material, extra listening and speaking
opportunities)
Guest speakers/visiting artists/visiting
exchange students
Student designed activities
Out of class enhancement activities (e.g.
movies related to or in target language,
language luncheon groups)
Page 10
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages: French, German, Latin,
and Spanish. Compare and contrast
languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math systems
Geography: maps, demographics, climate
Language Arts: etymology, linguistics,
literature, writing, public speaking, grammar
and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Art: art history, folk art, crafts, student art
projects, architecture
Science: famous scientists, ecology, natural
sciences
Consumer Science: cuisine, etiquette,
fashion, advertising
Physical Education: sports, recreational
activities, health and fitness
Technology Education: student projects and
research utilizing all phases of technology
- 10 -
June, 2004