School District of the Chathams
Curriculum Profile
Program of Study: World Languages
Course Title: Spanish Grade 6
Grade Level: 6
I.
Course Description:
The primary goal of this course is for students to achieve proficiency at the ACTFL
Novice Mid-High to Intermediate Low level.
II.
Course Objectives and Alignment with NJCCCS
By conclusion of this course, students should be able to:
Language Interpretive Skills
Novice High:
1.
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and
infer the meaning of some highly contextualized, unfamiliar spoken or written
words contained in culturally authentic materials using electronic information
sources related to targeted themes.
2.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
3.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with
target culture(s).
4.
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
5.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written
messages on familiar topics.
6.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from ageand level-appropriate, culturally authentic materials.
Intermediate Low:
7.
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally
authentic materials using electronic information sources related to targeted themes.
8.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to
daily activities through appropriate responses.
9.
7.1.IL.A.3 Compare and contrast the use of verbal and non-verbal etiquette (i.e., the
use of gestures, intonation, and cultural practices) in the target culture(s) and in
one’s own culture.
10.
7.1.IL.A.4 Use the target language to describe people, places, objects, and daily
activities learned about through oral or written descriptions.
11.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on
a variety of topics.
12.
7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings
from age- and level-appropriate, culturally authentic materials.
13.
14.
7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target
language.
Intermediate Mid: Students are emerging learners in the following:
15.
7.1.IM.A.1 Compare and contrast information contained in culturally authentic
materials using electronic information sources related to targeted themes.
16.
7.1.IM.A.2 Demonstrate comprehension of oral and written instructions connected
to daily activities and to some unfamiliar situations through appropriate responses.
17.
7.1.IM.A.3 Analyze the use of verbal and non-verbal etiquette (i.e., gestures,
intonation, and cultural practices) in the target culture(s) to determine the meaning
of a message.
18.
7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written
descriptions of people, places, objects, and daily activities.
19.
7.1.IM.A.5 Comprehend conversations and written information on a variety of
familiar and some unfamiliar topics.
20.
7.1.IM.A.6 Compare and contrast the main idea, theme, main characters, and setting
in readings from age- and level-appropriate, culturally authentic materials.
21.
7.1.IM.A.7 Infer the meaning of some unfamiliar words in some new contexts.
22.
7.1.IM.A.8 Use knowledge of structures of the target language to deduce meaning of
new and unfamiliar structures.
Language Interpersonal Skills
Novice High:
1.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining
memorized words, phrases, and sentences on topics related to self and targeted themes.
2.
7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and
requests for participating in age- and level- appropriate classroom and cultural
activities.
3.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic
expressions of the target culture(s)/language during daily interactions.
4.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in
various social situations.
5.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other
content areas.
Intermediate Low:
6.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and
requests for participating in age- and level-appropriate classroom and cultural
activities.
7.
7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions
of the target culture(s)/language in familiar situations.
8.
7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature
or on school-related topics.
9.
7.1IL.B.5 Engage in topics studied in other content areas (i.e. metric, Celcius,
graphing, basic math problems, etc.)
Language Presentational Skills:
Novice High:
1.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or
role-plays using familiar vocabulary orally or in writing.
2.
7.1.NH.C.3 Describe in writing people and things from the home and school
environment.
3.
7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic
materials orally or in writing.
4.
7.1.NH.C.5 Tell or write about cultural products associated with the target
culture(s), and simulate common cultural practices.
Intermediate Low:
5.
7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs,
stories, or reports.
6.
7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual
prompts.
7.
7.1.IL.C.4 Compare and contrast age- and level-appropriate culturally authentic
materials orally and in writing.
8.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated
with the target culture(s) and one’s own culture, orally, in writing, or through
simulation.
III.
Topical Outline and Specific Skills
Should correspond to the ACTFL Proficiency Guidelines for the Novice High-Intermediate
Low Learner Range in the Interpersonal, Interpretive, and Presentational aspects of each:
A.
B.
C.
D.
E.
F.
Language Comprehensibility
Language Comprehension
Language Control
Vocabulary Use
Communication Strategies
Cultural Awareness
These are articulated in greater detail below in terms of Language Interpretation and
Language Production Skills:
A. ¿Adónde vamos?
 Purchasing an airline ticket
 Packing a suitcase
 Reading/creating a passport
 Reading/creating/ listening to weather forecasts
 Expressing weather using Celsius
 Asking/answering questions about name, age, origin,
 Describing physical attributes
 Expressing likes/dislikes with clothing, weather, and seasons
 Identifying articles of clothing worn in a specific season/weather situation
B. ¿Cómo es la vida escolar de mi correspondiente?
 Purchasing materials for school online
 Describing your schedule (names of courses)
 Expressing what I want/need/already have for school
 Comparing/contrasting school holidays
 Creating a daily schedule specifying classes and extra-curricular activities
 Describing and compare school schedules
 Telling time (military and U.S. standard)
 Comparing and contrasting typical schedules from Spanish-speaking
countries
 Comparing and contrasting grading systems and school hours in the U.S. and
Spanish-speaking countries
 Describing daily routine
C. ¿Qué forma mi hogar?
 Identifying rooms in a house
 Placing family member in appropriate room according description
 Reading ads for houses
 Playing clue
 Designing a house
 Building a house according to an oral/written description
 Reading/understanding/retelling the story of the “Tres Osos”
 Describing a house/houses from Spanish-speaking countries
 Asking/answering questions about family routines
 Locating where people/furniture are located in a house (using prepositions
of place and “estar”)
 Using adjective/gender agreement correctly
 Understanding of cultural differences in types of housing
 Comparing family life between U.S. and a Spanish-speaking country using
Venn diagrams
 Creating an ad for a house on the market
 Expressing likes/dislikes and why (por qué/porque…)
D. ¿Dónde estamos y qué hacemos?
 Identifying places in a town
 Attending a Bullfight
 Attending a soccer game
 Identifying the names of food sold as a sports event
 Asking directions to a restroom



















Getting a signature from a famous soccer player
Learning appropriate cheers
Listening/responding to authentic announcements
Indicating scores
Purchasing a ticket to the World Cup
Comparing/contrasting the World Cup to the World Series
Telling time of events
Touring a bullfighting museum
Purchasing a ticket to a bull fight
Expressing where you are going and the activity you would like to do (ir +
al/a la + para + infinitive)
Comparing and contrasting Spanish-speaking towns with towns in the U.S.
Identifying places and people/professions in a town
Practicing professions using a fortune teller
Navigating through a town using maps and oral/written directions
Describing town activities
Using frequency to describe how often you do various activities in the town
Converting money into the currency of the target culture
Using train schedules to indicate times of arrivals/departures
Dialogues and invitations to a sports event
E. El Día de los Muertos



Comparing and contrasting Day of the Dead and Halloween
Understanding the customs and traditions of the Day of the Dead
Making sugar skulls
F. Cinco de Mayo
 Understanding the customs and traditions of Cinco de Mayo
 Explaining the origin of Cinco de Mayo
 Making God’s Eyes
E. La Herencia Hispana




Identifying the Hispanic population in the community
Identifying Spanish-speaking vacation/business locations
Interviewing a Hispanic member of the community/person that has visited a
Spanish-speaking country
Creating a graph that reflects number of Spanish-speaking countries in which
people have resided/visited
IV.
Methods of Instruction and Sample Activities
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
TPR
Storytelling
Picture cues
Pair activities
Cooperative learning activities
Use of pictures, songs, games, flashcards, CDs, and DVDs
Use of the Internet and Technology
Authentic realia
Teacher modeling
Letter/postcard writing
V.
Instructional Materials
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Flashcards
Authentic Realia
¡Qué Tal! - a scholastic magazine
CDs and DVDs from ¡Ven Conmigo! by Humbach and Ozete
Published in 2003 by Holt, Rinehart, and Winston
Teacher generated materials
Internet sites
Smartboard activities
Simulated activities
Situational cards
Storybooks (for culturally-authentic activities)
VI.
Student Outcomes and Methods of Assessments
A.
B.
C.
D.
Oral and written assessments
Performance-based assessments
Class participation
Listening comprehension assessments
VII.
Vocabulary Sets
A.
Countries and nationalities
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
Weather, climate (Celcius), seasons
Clothing
Travel-related vocabulary
Telephone expressions and etiquette
School-life vocabulary (schedule, time, classes, etc.) home and abroad
Directions
Places in a town
Occupations in a town
Rooms in a house
Prepositions
Family, friendships, and personal relationships
Physical and personality adjectives
Chores
Daily activities
Etiquette for sporting events
Numbers 0-100 written, 100-1000 orally
Date and months (re-entry)
Food (as related to concession stand activity and recipes from Días Feriado)