Dover-Sherborn Middle School
Curriculum Road Maps
Course Title: 6th Grade Spanish
Grade: 6th Grade
Unit: Unidad 1 : Un rato con amigos (“Time with Friends”)
Month Presented: November-December
Unit Length: 6 Weeks
Essential Question:
Lesson 1 : How would my life be different if I lived in Miami or San Antonio? Which
activities/foods might be the same? Which might be different? How could I tell
people which I like and which I don’t like?
 What activities and foods do I like and which don’t I like?
 How does that compare with kids in Miami and San Antonio?
 How do you celebrate New Years compared to how it is celebrated in Spanishspeaking cultures?
Lesson 2 (p57a)
 How does local environment affect the food people eat?
 How do cultural traditions influence an artist’s work?
Learning Objectives:
Lesson 1 (p29a)
 Vocabulary:
o Activities
o Snack Food
 Grammar:
o Subject pronouns and ser
o de to describe where you are from
o gustar with an infinitive
 Communication
o Basic conversational Spanish in order to:
 talk about activities
 tell where you are from
 say what you like and don’t like to do
o Pronunciation: The letters p and t
 Culture: U.S.A. (Colombia and Mexico)
o Compare everyday activities
o Cuban-American artist Xavier Cortada
o Familiarize students with Año Nuevo celebrations
o Locate the countries featured in the lesson on the map
 Connections: (optional)
o Find places in the US with Spanish names
Lesson 2 (p57a)

Vocabulary
o Adjectives
o Nouns for identifying people
 Grammar
o Ser to describe what someone is like
o Definite and indefinite articles
o Noun-adjective agreement
 Communication
o Basic conversational Spanish in order to:
 Describe yourself and others
 Identify people and things
o Pronunciation: The letter ñ
 Culture
o Latin-American and Tex-Mex food
o The tradition of making cascarones
o After-school activities in Miami and San Antonio
o Students from Miami, Colombia and Mexico
Skills: (see the Learning Objectives for ideas)
 Reading
 Writing
 Speaking
 Listening
 Cultural awareness
Instructional Strategies and Activities:
 Classes conducted primarily in Spanish
 Warm up activities
 Presentation of vocabulary and grammar : Read , view video and play audio
 Vocabulary and Grammar in Context: “Telehistoria” video (3 scenes per lesson)
 On-going assessments
 Comparisons: English grammar connections
 Pair and Group work
 Food/Recipes
 Role-playing and Skits
 Long Term Retention Activities and Study Tips
 Reading /Lectura: “Qué te gusta hacer?” (p52-53) and “Saludos desde San
Antonion y Miami” (p80-81).
 Games ( “Juegos y diversiones” , etc.)
 TPR (total physical response) Instruction (TPRS – optional)
 Language lab (audio and video)
 Recycling vocabulary and grammar from previous lessons.
 Summary Activities/Options for Review (For lessons and unit as a whole)
Materials Utilized:
 ¡Avancemos! (McDougal Littell)
o Student Textbook
o Transparencies
o Workbook “Cuaderno”
o Reading Resources
 AvanzaCómics : SuperBruno y Nati
 Lecturas para todos: Cultural and Literary Readings in Spanish
o Audio and Video
 Musica del mundo hispano
 Sing-along : Grammar & Vocabulary Songs(CD/Lyrics)
 ¿Qué nos gusta hacer?
 ¿Cómo eres tú?
 Telehistoria Prólogo (3 scenes per lesson)
 Cultural Comparison Video:
Assessment Strategies:
Formative Assessments:
 Ongoing (Daily informal/ungraded activities) including but not limited to:
o “¡A responder!” Listening activities
o “Para y piensa” (“Did you get it?”) Student self-check activities
o Peer Assessments (in pairs and groups)
o Homework (15-20 minutes per night - optional)
NOTE: If students have problems with either, teacher can re-teach and/or direct
student to ClassZone.com activities for more practice including on-line self quizzes.
 Quizzes
o Vocabulary Recognition (multiple choice)
o Vocabulary Production (fill in the blank)
o Grammar (fill in the blank, multiple choice and sentence)
o Culture (true/false and fill-in-the-blank)
Summative Assessments
 Differentiated assessment instruments available for On-level, Modified, Pre-AP
and Heritage Learners.
 Lesson Tests (2/unit)
o Listening Comprehension (multiple choice)
o Vocabulary and Grammar(fill-in-the-blank and short answer)
o Reading Comprehension (true/false and short answer)
o Culture (multiple choice and short answer)
o Speaking (Short response)
o Writing (using graphic organizer write short email)

Unit Test
o Listening Comprehension (multiple choice and true/false)
o Vocabulary & Grammar (fill-in-the-blank and short answer)
o Reading Comprehension (multiple choice and true/false)
o Cultural (matching and short answer)
o Speaking (describe others, say what they like and don’t like to do)
o Writing (short dialogue)
Alternative Assessments (Optional):
o e.g. portfolios, journals, video/class presentations, visual/audio projects,
interviews, etc.
o Proyectos Adicionales (p27a)
 Art Project: Create mosaic of Spanish-speaking countries and flags
 Web Research: Find Spanish-speaking cultures in various U.S. cities.
 Music: Research Spanish-speaking singers and groups popular in the
U.S. and listen to their music.
Unit Standards (p28)
Communication
o Talk about activities
o Say what you like and don’t like to do
o Tell where you are from
o Describe yourself and others
o Identify people and things
Cultures
o “Los Premios Juventud”
o Art of Xavier Cortada
o Favorite activities of Florida teenagers
o Mexican and Tex-Mex Food
o Art of Carmen Lomas Garza
Connections
o Geography: Cities – old and new
o Mathematics: Calculate distances
o Language: Places in the U.S. with Spanish names
o Music: Tex-Mex
Comparisons
o Florida beaches, places students go in their free time
o Famous performers and athletes
o The Spanish p,t, and ñ and the English p, t and /ny/ sound
o Representing communities in art
o Paseo del Río, places of interest
o Restaurants with foods from other countries
o Family traditions
o Places of interest in San Antonio and Miami
o Traditional dishes of Mexico and Cuba
o Personal descriptions
Communities
o Local restaurants with food from Spanish-speaking countries