Cumberland County Schools
Unit Analysis for World languages
Grade Level: Sixth Grade - Year
FIRST NINE WEEKS
Unit 1: The Spanish-Speaking World
This unit focuses on geography and landforms and is geared toward giving students some basic phrases to communicate in the target
language and an awareness of where the target language is spoken. Student communication goals are to identify continents and other
landforms, introduce themselves and tell where they are from and compare the geography of their town/state to that of a city/country where
the target language is spoken.
Subtopics:
 Hispanic Countries
 Locations
 Geography
 Nationalities
Unit 2: My City! My Life!
This unit focuses on exploring the city of Madrid and our own city of Fayetteville and gives students practice with high-frequency vocabulary to
talk about themselves, their daily activities and their families. Student communication goals include identifying housing and family members,
telling how students get around town, where they go and what they do after school, and talking about places of interest in the city. Students
will create an artifact representing the city of Madrid.
Subtopics:
 Family Members
 Daily Activities
 School Subjects
 Places
 Means of Transportation
Unit 3: Healthy Me!
This unit focuses on being healthy and eating healthy and ties to the Science and Health Education standards for students. Students explore
the food pyramid and other food guides from Spanish-speaking countries and learn about activities that build strong bodies. Student
communication goals include describing people with physical characteristics, identifying and describing healthy foods, and describing and
recommending activities that help students be healthy. Students will create a menu representing a Spanish-speaking country.
Subtopics:
 Food
 Descriptions
 Healthy Habits
At the End of the First Nine Weeks:
Formative assessments are conducted throughout each of the units of instruction using the lingua folio portfolio. Students will create a project
integrating the vocabulary and concepts learned. Situation: The students just came back from visiting the city of Madrid. Now he/she is
sharing the experiences with the best friend.
Course has three units. Each unit has fifteen days. Two days at the end of the unit will be used to create the portfolio/project.
SECOND NINE WEEKS
Unit 4: Chocolate in the Spanish-Speaking World
In this unit the students will explore the arts and crafts of México. It will focus on agriculture by studying the roots of the cocoa plant. Students will
compare the taste of chocolate in its various forms to other foods from the target cultures. Students will create an artifact representing Mexican
folklore.
Unit 5: Exploring the Rain Forest in Puerto Rico
This unit focuses on the animals of the rain forest. Through this unit students are able to identify animals that live in this ecosystem and describe
physical features and the characteristics that help them survive in their environment. Students will also describe themselves and ways in which
they interact with their own environment. Students will explore the country’s arts, craft and traditions.
THIRD NINE WEEKS
Unit 6: Animals of the Galapagos Islands
This unit focuses on animals, their habitats and, to a limited degree, animal adaptations. It has strong ties to Science standards. Student
communication goals include identifying and describing animals and their activities, comparing animal and human activities and habitats and
identifying differences between animal and human needs (with regards to habitats).
Unit 7: Let’s Explore Nature!
This unit focuses on exploring the country of Chile. Student communication goals include identifying geographic areas such as San Pedro de
Atacama and Easter Island. Students will discuss the disappearance of the rainforest on Easter Island. The unit will introduce Chile natural
resources and environment. Students will also explore Chile arts and crafts.
FOURTH NINE WEEKS
Unit 8: Water, Water Everywhere
This unit focuses on the water cycle, weather, and to a limited degree climate, in Argentina and the US. Student communication goals include
identifying and describing the weather and the stages of the water cycle, compare various activities associated with water in its many forms and
identifying different roles that water plays in our lives. Students will visit the Patagonia and learn about the gaucho’s life style.
Student Assessment:
Formative assessments are conducted throughout each of the units of instruction. At the end of each unit, students complete a three-part
assessment consisting of an interpretive (listening or reading), interpersonal (conversation) and presentational (writing, speaking) task based on
the National Standards for Foreign Language Learning and NC World Language Essential Standards. At the end of grade, students may
participate in an online proficiency assessment to assess their proficiency level based on the national proficiency guidelines.
Course is divided into eight units. The three units have fifteen days of instruction. The Second and third nine weeks units are divided into 20 days
of instruction plus two to three days at the end of the unit will be used to create the portfolio/project and review the material introduced in the units.
The fourth nine weeks will have only one unit, review and a performance based proficiency Spanish assessment.
Content Area: Middle School
Strand: CLL; COD; CMT
Thematic Unit: Unit 1: The Spanish-Speaking World
Subtopics: Hispanic Countries; Locations; Geography; Nationalities
Essential Standards: NL.CLL.4:
NLCLL.3.3:
NL.CLL.4.3:
NL.COD.4:
NL.COD.4.2:
NL.CMT.2:
NL.CMT.2.2:
Compare the students’ culture and the target culture.
Use appropriate pronunciation to present memorized phrases.
Recognize examples of cognates and loan words.
Compare the students’ culture and the target culture.
Recognize examples of cognates and loan words from the target language in other disciplines.
Understand words and concepts presented in the language.
Recall simple, spoken expressions and memorized phrases commonly used in target language communities.
Essential Questions: ¿Puedes nombrar las nacionalidades?
¿Puedes nombrar las capitales?
¿Puedes ubicar los países hispanohablantes en un mapa?
¿Puedes identificar el vocabulario?
¿Puedes pronunciar las nacionalidades?
¿De dónde es______(nacionalidad)?
¿Cual es la nacionalidad de ______(país)?
¿Qué país te gustaría visitar y por qué?
Learning
Progression
s
Vocabulary
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mexicano/a
oeste
guatemalteco/a
este
salvadoreño/a
el mapa
hondureño/a
el país
nicaragüense
la capital
costarricense
la bandera
panameño/a
la nacionalidad
colombiano/a
la geografía
venezolano/a
América del Norte
ecuatoriano/a
Resources
Assessment Prompts
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Text:
 Images provided and corresponding
literature
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Electronic:
 PowerPoint Presentation
 http://www.quia.com/rr/353063.html
 http://www.quia.com/rr/135134.html
 http://www.quia.com/jw/123219.html
 http://www.quia.com/jg/654828.html
 http://www.quia.com/jg/2149845.htm
l
 http://www.quia.com/jg/615025.html
 http://www.quia.com/hm/127040.htm
l
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Using the image provided, identify the Spanish
speaking countries & nationalities.
Classify nationalities
Compare the customs of their own culture and
the studied cultures.
Complete the Bibliography session of the Lingua
Folio
http://seclang.ncwiseowl.org/resources/lingua_foli
o/
Write an e-mail describing things you like to do
when visiting any of the Spanish-speaking
countries with your five senses. Write a sentence
for each one of the senses followed by a visual
representation.
Me gustaría…
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America del Sur
peruano/a
el Caribe
boliviano/a
Europa
chileno/a
África
paraguayo/a
el continente
argentino/a
el océano pacífico
uruguayo/a
el océano atlántico
cubano/a
el Golfo de México
dominicano/a
¿Cómo te llamas?
puertorriqueño/a
Me llamo…
español/a
¿de donde eres?
americano/a
Soy de …
ecuatoguineano/a
norte
¿Eres de …?
sur
Soy de …
bosque
isla
pequeño
grande
cerca de
lejos de
Estados Unidos
Al
Me gustaría
Thematic Unit: Unit 2: My City! My Life!
Subtopics: Daily Activities; School Subjects; Places; Means of Transportation
Essential Standards: NL.
Essential Questions: ¿Puedes
Learning Progressions
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Vocabulary
Family members’ names
Grammar Structure
 Mi
 Su
 Son/están
 Hay
 Voy a…
 Estoy en…
 Me gusta
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Resources
http://www.quia.com/jg/45490
7.html
http://www.quia.com/cm/3014
8.html
http://www.quia.com/rr/12975
4.html
http://www.quia.com/jg/11017
12.html
http://www.quia.com/quiz/102
9737.html
http://www.quia.com/hm/422
642.html
http://www.tourspain.org/mad
rid/wheretogo.asp
http://madrid.arounder.com/it/
musei-storici/museo-delprado
http://www.google.com/intl/en
/landing/prado/
Assessment Prompts
Thematic Unit: Unit 3: Healthy Me!
Subtopics: Daily Activities; School Subjects; Places; Means of Transportation
Essential Standards: NL.
Essential Questions: ¿Puedes
Learning Progressions
Vocabulary
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Food
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Grammar Structure

tengo

como

bebo
 Por la mañana
 Por la tarde
 Por la noche
 Es saludable
 Es una comida rápida
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Resources
http://www.quia.com/jg/60509
2.html
http://www.quia.com/hm/681
578.html
http://www.quia.com/hm/183
494.html
http://www.quia.com/jg/32462
1.html
http://www.quia.com/pop/223
649.html
http://www.quia.com/pop/138
049.html
http://www.goya.com/english/
http://www.foodtimeline.org/f
ood2a.html
Assessment Prompts
Unit 4: Chocolate in the Spanish-Speaking World
Subtopics: Food Geography of Mexico Los novios Legend Symbols of the Mexican
Flag Mexican Figures: Montezuma Cortés Calendario Azteca Chocolate legend Arts & Craft
Essential Standards
NL.CLL.4 Compare the students’ culture and the target culture.
NL.CLL.3.3 Use appropriate pronunciation to present memorized
phrases.
NL.CLL.4.3 Recognize examples of cognates and loan words.
NL.COD.4.1 Identify tangible products related to the home and the classroom in both students’and target cultures.
NL.COD.4.2 Recognize examples of cognates and loan words from
the target language in other disciplines
NL.CMT.2.2 Recall simple, spoken expressions and memorized
phrases commonly used in target language community.
NL.CMT.3.1 Identify arts, sports, genre and media from the target language.
NL CMT 4.4 Identify products from the target culture that are used globally.
Essential Questions:
¿Cuáles son las ciudades más importantes de México?
¿Dónde queda la capital?
¿Qué representa la bandera de México?
¿Quiénes eran los aztecas?
¿Qué hay en el calendario azteca?
¿Qué significa chocolate?
¿De qué trata la leyenda.. del chocolate, de los novios?
¿Cuándo es tu cumpleaños? ¿Qué te cantan en tu cumpleaños?
Learning Progressions
Vocabulary
La leyenda trata de
Los símbolos de la bandera
Colina
Montaña
Mar Caribe
Ciudades importantes de México
Bandera
Picante – Caliente
Agrio – dulce
Emperador
Conquistador
Calendario
Meses
Animales
Días de cosecha
Los aztecas
Papel picado
Piñatas
Mi cumpleaños es
Song: Las mañanitas
La Bamba
Resources
A little bit of everything
http://clio.rediris.es/fichas/otras_a
ztecas.htm
http://library.thinkquest.org/C0062
06F/Aztecas.htm
http://www.mexicomaxico.org/dadi
vas/cacao.htm
http://www.chocolatesnogal.com/I
nformacion/origen.html
http://www.goya.com/espanol/reci
pes/region-mexico.html
http://www.pbs.org/opb/conquista
dors/mexico/adventure1/b3.htm
http://www.quia.com/jg/547611.ht
ml
http://www.quia.com/rr/403367.ht
ml
http://srawells.blogspot.com/2011
_01_01_archive.html
http://library.thinkquest.org/27981/
calendar.html
http://srawells.blogspot.com/
http://storiesfromtheamericas.blog
Assessment Prompts
Assessments Prompts
Using the map provided, identify
major cities/regions of Mexico.
Create a visual representation of
the meaning of the song Las
mañanitas
Select a Mexican recipe and
identify its ingredients using
pictures
Create a Mexican craft and write a
brief description of the craft
Write an e-mail describing things
you like while visiting Mexico.
Prepare a prezi presentation
representing the legend of the
chocolate
Grammar:
Queda en
Hay
Tiene
Trata de
spot.com/2009/01/legend-ofchocolate.html
Arts & crafts
http://www.princetonol.com/group
s/iad/Files/mexico.htm
Complete the Bibliography
session of the Lingua Folio
http://seclang.ncwiseowl.org/resou
rces/lingua_folio/
You tube: Main places of
Mexico
http://www.youtube.com/watch?v=
CYI_xSew_uc&feature=related
http://www.youtube.com/watch?v=
a1UICBawujs&feature=related
Unit 5: Exploring the Rain Forest in Puerto Rico
Subtopics: Geography; Flora & Fauna; Taíno Indians; Figures: El coquí, El Vejigante
Los Reyes magos, Luis Palés Matos; Arts & Craft, Traditions, Bomba y plena, Las navidades (parrandas); Instrumets; Bailes: Salsa, Bomba y
Plena; The Pirates of the Caribbean
Essential Standards
NL.CLL 3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places and things.
NL.CLL.3.3 Use appropriate pronunciation to present memorized phrases.
NL CLL 4.1 Compare behaviors, such as gestures and greetings, in the target culture and the students’ culture.
NL. CLL 4.2 Recognize cultural expectations of people in both the target culture and the students’culture
NL.CLL.4.3 Recognize examples of cognates and loan words.
NL.COD.4.1 Identify tangible products related to the home and the classroom in both students’and target cultures.
Essential Questions:
¿Dónde queda la isla?
¿Por qué otro nombre se conoce a Puerto Rico?
¿Qué animalito es típico de Puerto Rico? ¿Por qué es tan especial?
¿Quiénes eran los taínos? ¿Dónde vivían?
¿Quién es el vejigante?
¿Qué son parrandas?
¿Qué sabes de la bomba y plena?
¿Qué instrumentos se usan en la bomba y plena?
¿Quién es Luis Pales Matos?
¿Había piratas en el Caribe? ¿Qué hacían?
Learning Progressions
Vocabulary
Vocabulary
La leyenda trata de
Montaña
Mar Caribe
Playas
Bosque tropical
Colonial
Rana
Amapola
Árbol
Flamboyán
Bohíos
Batey
Cemí
Grammar:
Voy a …
Songs:
Arroz con leche
El barquito
Coquí
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Resources
http://www.topuertorico.org/
http://www.tripadvisor.com/T
ourism-g147319Puerto_Rico-Vacations.html
http://boricua.com/laisla/vejigante-masks-vejigantde-ponce
http://elyunque.com/
http://www.topuertorico.org/c
oqui.shtml
http://www.elboricua.com/hist
ory.html
http://www.salonhogar.com/e
st_soc/pr/tainos/contenido.ht
m
Assessment Prompts
Assessments Prompts
Using the map provided, identify
major cities/regions of Puerto
Rico.
Create a visual of el Yunque and
describe it.
Write an e-mail describing things
you like while visiting Puerto Rico.
Prepare a prezi presentation
representing the country of Puerto
Rico. Share your presentation with
other members of your class
Use the five senses an create a
visual representation of Puerto
Rico. Write one sentence for each
sense
Me gustaría…
Complete the Bibliography
session of the Lingua Folio
http://seclang.ncwiseowl.org/resou
rces/lingua_folio/
Unit 5: Exploring the Rain Forest in Puerto Rico
Learning Progressions
Subtopics:
Vocabulary
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Resources
http://www.topuertorico.org/
http://www.tripadvisor.com/T
ourism-g147319Puerto_Rico-Vacations.html
http://boricua.com/laisla/vejigante-masks-vejigantde-ponce
http://elyunque.com/
http://www.topuertorico.org/c
oqui.shtml
http://www.elboricua.com/hist
ory.html
http://www.salonhogar.com/e
st_soc/pr/tainos/contenido.ht
m
Assessment Prompts
Unit 6: Animals of the Galapagos Islands
Subtopics:
Essential Standards: NL.
Essential Questions: ¿Puedes
Learning Progressions
Vocabulary
Resources
Assessment Prompts
Unit 7: Let’s Explore Nature!
Learning Progressions
Subtopics:
Vocabulary
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Resources
http://www.torresdelpaine.co
m/ingles/index.asp
http://www.netaxs.com/~tranc
e/rapanui.html
http://www.lapislazuliworld.co
m/
http://travel.yahoo.com/ptravelguide-482528vina_del_mar_vacations-i
Assessment Prompts
Unit 8: Water, Water Everywhere
Learning Progressions
Subtopics:
Vocabulary
Resources
Assessment Prompts