LOTE–Binghamton City School District 6th grade Curriculum Map for French and
Spanish specifically. (6th grade Chinese has a Chinese specific curriculum map)
Week Essential
AssessConcepts
Content
#
ments
Questions
Week How is the
-Letters of the
-Speaking
Alphabet
1
French/Spanish/Chinese
alphabet similar
to/different from ours?
-Recognize letters in TL
-Recite alphabet
-Spell basic words (such as name)
(Chinese-Introduce concept of
characters, known as Hanzi, the
four tones, known as Sisheng,
which will be emphasized for
recognition and pronunciation as
well as Pinyin)
alphabet
(Chinese-learn basic
Chinese language
concepts)
AREA OF INTERACTION:
Approaches to Learning
Week
2
What is the significance
of someone’s name?
Who am I? (loop this
question throughout the
course)
Personal Identification
-Be able to give his/her name and
ask others
-Be able to say what other people’s
names are (identify others by
name)
(Chinese-Explain significance of
name and assign each student a
Mandarin name)
-Phrases for being
able to ask and give
names.
- Teach the
pronouns: He, She,
You, I
-Introductory
phrases
and
listening
activities
-Quizzes
-GroupsSpelling
their names
for their
partners.
Whiteboards
Presentation
of alphabet
project.
-Speaking
(oral)quiz
-Role play
-Group
work
-Chain drill
-Introduce
someone in
TL to the
class.
Skills and
Standards.
NYS Standard
1-Students will
be able to use a
language other
than English for
communication.
Checkpoint
A/FunctionSocializing
NYS Standard
1-Students will
be able to use a
language other
than English for
communication.
Checkpoint
A/FunctionSocializing
AREA OF INTERACTION:
Social Education
Week
3
What is allowed in my
personal bubble?
How does the size of
one’s personal bubble
change according to
what part of the world
he/she is from?
How does the concept
of personal space and
accepted greetings
change according to the
Target Culture?
Greetings/Farewells/Feeling -Farewells and
-Be able to greet/say farewell to a
classmate/friend and respond to the
greeting or farewell.
-Introduce someone else
-Ask someone how they are feeling
and respond to this question
-Introduce the days, months and
years and morning, afternoon and
evening with Farewells.
(Chinese-characters will be
introduced for recognition only)
AREA OF INTERACTION:
Social Education
greetings
-Build upon
vocabulary from
naming unit
-How are you?
-I’m fine/doing
badly.
French & SpanishAdd expressing
sympathy if one
says he/she is
feeling badly, such
as, “I’m sorry.”
-Build upon
knowledge of
vocabulary of days
of week, months of
year, morning,
afternoon and
evening.
-Role play
-Group
work
-Making
dialogues
-Vocabulary
quiz
Writing
evaluationfill in
cartoon
bubbles
using Target
Language .
(Chinesehave
students do
this in
Pinyin
instead of
characters)
NYS Standard
2-Students will
develop crosscultural skills
and
understandings.
Checkpoint
A/FunctionProviding and
obtaining
information.
Week
4
Week
5
How are the elderly
treated around the
world? Where are they
treated with high regard
and where are they not?
Why?
How is each age group
or generation treated
around the world?
Does each culture have
a distinct way of asking
each other’s age?
Age
What are the different
types (units) of money
used in the world? How
are other nations
dependent on one
another?
How do we count in the
Target Language?
Numbers
-Be able to tell/ask a classmate
his/her age
-Recite and recognize #’s 0-15
AREA OF INTERACTION:
Social Education
-#’s 0-15
-Age questions and
responses
-(on an informal
basis-do daily date
and birthdays to
expose them to
usage of numbers)
-to have
(Chinese – use the
word “sui” to
indicate age instead
of “to be”)
-Recognize and recite #’s 16-50
-Be able to do simple math using
these numbers
-Be able to say prices
(EURO)/quantities
(Chinese-learn to count to 100.)
(Chinese-learn RMB, Chinese
currency)
(Chinese-write the numbers in
Chinese characters)
-#’s 16-50
-plus + minus
Ask, “How much
does it cost?”
-Group
work
-Reading
comp.
activities
-Inner/Outer
circle
-Quiz
-Daily
Speaking
activity –
say one’s
age to the
class and
say the age
of someone
else for the
class.
-Games
-Flashcards
-dot-to-dot
-Quiz
-Simple
math
problems.
-worksheets,
lottery game
NY State
Standards 1 and
2.
-Menu
-Role play
-oral
activities
-Flashcards
-Quiz
Presentation
of food plate
project.
-menu
-role play
-quiz
-flashcards
-Writing
activities
-Biography
-Speaking
activity ex.describe a
celebrity
NYS Standard
2Students will
develop crosscultural skills
and
understandings.
Checkpoint
A/FunctionExpressing
personal
feelings about
food.
Checkpoint
A/FunctionProviding and
obtaining
information.
NYS Standard
1- Students will
be able to use a
language other
than English for
communication
Checkpoint
A/FunctionProviding and
obtaining
information
AREAS of
INTERACTION:Social Education
and Environments
Week
6
How does where we
live influence what we
eat?
What are the foods
specific to each culture?
Food
-Recognize and identify common
foods and beverages
-Express like and dislike
-Say I eat + I drink
-Teach the names for specific
meals and what one eats at each
meal.
AREA OF INTERACTION:
Human Ingenuity
Week
7
How do we define what
is considered
“beautiful” and
“normal”?
Is there any meaning
associated with specific
colors in the Target
Description
-Be able to describe people +
objects
-Identify and pronounce the colors
AREA OF INTERACTION:
Environments
-Meals of the day
-Basic food and
beverages
-Culturally
appropriate
vocabulary
-Food categories
-Likes/Dislikes
-names of mealsbreakfast, lunch and
dinner
-I, you, he,she
-to be
-common colors
-common physical
adjectives
-common
personality traits
NYS Standard
2-Students will
develop crosscultural skills
and
understanding
Checkpoint A
Culture?
Week
8
What role does family
have in your life? What
are the different
definitions of what is
considered “family”?
How many people are
in your family and who
are they?
Family
-Be able to recite family members
-Be able to describe family
members using above vocabulary
units
-Introduce family members by
name, age and relationship to the
student.
-Listening
activities
-Quiz
-flashcards
-Group
workdescribing
activity
-Quiz
-Writing
activities
-Reading
activities
-Listening
Description
of 2 family
members in
detail
through
speaking
and writing.
/FunctionProviding and
obtaining
information.
NYS Standard
1- Students will
be able to use a
language other
than English for
communication
Checkpoint
A/FunctionProviding and
obtaining
information.
-Common animals
-Use of vocabulary
from other units
above
-Go over animal
food items
-Quiz
-Song
activity
-Writing
and simple
animal
reading
activities
-Listening
activity
-Students
will present
in target
language the
animals they
have at
home.
NYS Standard
1- Students will
be able to use a
language other
than English for
communication
Checkpoint
A/FunctionProviding and
obtaining
information.
IMPORTANT!!
Students will
keep a
portfolio
throughout
the course
which their
teacher will
pass on to
their 7th
grade teacher
-Immediate family
vocabulary
-Integrate previous
topics
-Common
adjectives (different
spellings for
feminine and
masculine)
AREA OF INTERACTION:
Community and Environments
Week
9
Do animals speak the
same language all
around the world?
Animals
-Be able to identify common
animals and their sounds
-Describe animals
-Describe foods the animals eat
AREA OF INTERACTION:
Environments
Week
10
FINAL
ASSESSMENT –
During this week,
students will be taking
individual, one-on-one,
(continued in next
column)
oral assessments with the teacher.
They will be answering questions
in the TL based on topics from
above.
Students will also take DISTRICT
FINAL ASSESSMENT.
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