Grade 6 Spanish Curriculum
1
North Arlington Public Schools Curriculum Guide
Content Area: World Language
Course Title: Spanish
Grade Level: 6
Unit 1: Greetings and Verbs/ Mucho Gusto
3 Weeks
Unit 2: Restaurant Courtesies and food/ El
Restaurante y La Comida
3 Weeks
Unit 3: Body parts and Clothing/ Partes del
cuerpo y La ropa
3 Weeks
*This document has been written for a course which is one marking period in length. As such, the
creation of three units, at approximately three weeks in length, accommodates the nine week
structure in a single school marking period.
Board Approved on:
August 29, 2012
2
Unit 1
Content Area – World Language
Unit Title – Greetings and verbs/ Mucho Gusto
Target Course/Grade Level – Spanish: Grade 6
Unit Summary/Rationale – During this unit students will understand the importance of good communication
skills and how to convey a message in the target language. Learning another language and culture provides a
greater understanding of one’s own language and culture.
Interdisciplinary Connections – Language Arts
Technology Integration – Projector, Smart board, Internet and DVDs
21st Century Skills –
Collaboration and Communication
21st Century Themes –
Global Awareness
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strand(s) –A: Interpretative Mode
Proficiency Level: Novice Low-Mid
Content Statement(s) –
Linguistic:
The Novice Low-Mid language learner understands and communicates at the word level and can
independently identify and recognize memorized words and phrases that bring meaning to text.
o
o
Cultural: Personal identity is developed through experiences that occur within one’s family, one’s
community, and the culture at large. (Topics that assist in the development of this understanding should
include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school,
likes/dislikes, and pastimes.)
Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI) –
3
7.1. NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.(Interpretative mode)
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target
culture(s).(Interpretative Mode)
7.1. NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1. NM.A.5- Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Strand(s) –B: Interpersonal Mode
Proficiency Level: Novice Low-Mid
Content Statement(s)Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized
words and phrases independently to:
o Respond to learned questions.
o Ask memorized questions.
o State needs and preferences.
o Describe people, places, and things.
Cultural: Personal identity is developed through experiences that occur within one’s family, one’s
community, and the culture at large. (Topics that assist in the development of this understanding should
include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school,
likes/dislikes, and pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI’s)7.1. NM.B.1: Use digital tools to exchange basic information at the word and memorized-phrase level related
to self and targeted themes.
7.1. NM.B.2: Give and follow simple oral and written directions, commands, and requests when participating
in age-appropriate classroom and cultural activities.
7.1. NM.B.3: Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1. NM.B.4: Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
7.1. NM.B.5: Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or on topics studied in other content areas.
Strand(s) –C: Presentational Mode
Proficiency Level: Novice Low-Mid
Linguistic:
4
The Novice-Mid language learner understands and communicates at the word level and can use memorized
words and phrases independently to:
o Make lists.
o State needs and preferences.
o Describe people, places, and things
Cultural:
o Personal identity is developed through experiences that occur within one’s family, one’s community, and
the culture at large. (Topics that assist in the development of this understanding should include, but are
not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and
pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI)7.1. NM.C.1: Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
7.1. NM.C.2: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1. NM.C.3: Copy/write words, phrases, or simple guided texts on familiar topics.
7.1. NM.C.4: Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NM.C.5: Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Reading Standards for Literacy:
Novice-Low & Novice-Mid (According to the ACFTL guidelines):
- Comprehend the principal message contained in various media such as illustrated texts, posters or
advertisements, in familiar contexts and with text features that support meaning visually or
graphically
Writing Standards for Literacy:
Novice-Low & Novice-Mid
Use simple sentences on very familiar topics to write:
-Explanations of products and/or practices of their own culture to peers in the target culture.
-Short notes, messages and brief reports about themselves, people and things in their environment.
-Illustrated stories about activities or events in their environment.
-charts created to identify pros and cons of an argument
Produce written and spoken messages such as short notes, messages, stories or reports about people and
things in their environment using a variety of media, including print and digital tools.
5
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 Why do people say and write things
differently from other cultures?
 How do I develop my communication skills in
the target language?
Unit Enduring Understandings
 Learning about another culture helps you understand
why people think and act in different ways.
 Successful communication involves knowing how,
why and when to express our feelings to different
audiences by keeping in mind the age group and their
cultural background.
Terminology:
Articles la, las, el and los
Pronouns- Yo, tú, el, ella, ellos, ellas, nosotros and nosotras
Verbs ser and estar- I am
Verb ir- to go
un or una- a
Greetings- ¿Cómo estas?, ¿Cómo te llamas? ¿De donde eres? ¿Cuántos años tienes? ¿Cuál es tu número de
teléfono? ¿Adonde vas? ¿Qué vas hacer hoy?
Phrases- Yo voy al vs Yo voy a la, Yo voy hacer, Yo quiero ir, Mi número de teléfono es, Mi deporte favorito
es, Mi actividad favorita es, Mi color favorito o animal favorito
Review of prepositions, adjectives, sports and activities
Places/Lugares- cine, playa, piscina, escuela, parque, supermercado, farmacia, fiesta, casa, teatro,
6
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Interact with appropriate
responses in social
settings and basic
situations
Teacher presentation of information by using
pictures and TPR (Total Physical Response)
Use expressions of
feelings such as Me
siento, Yo estoy
Writing small paragraphs about themselves,
likes and dislikes.
Respond to classroom
commands
Ask and respond to
questions about likes and
dislikes
Read and interpret written
passages about people
and places.
Construct sentences by
using articles and
pronouns.
Group activities- Interviewing classmates
Evidence of Learning
(Formative & Summative)
Homework/Worksheets
Games- around the world
and sink or swim.
Quiz/Tests
Writing dialogues
Reading and answering questions
(Oral and written responses)
White boards to provide written responses.
(Groups or individual answers)
Culture: Students will view two shorts clips
based on Christmas and the 3 kings days.
Compare and Contrast different cultural
traditions in Spanish Speaking countries with
their own family practices.
Use the verb ser to
express permanent
characteristics
Use the verb estar to
express temporary
characteristics and
locations.
Oral Presentations.
Project:
The project for this marking
period will be to create a
virtual character or an avatar
through a website called
www.voki.com .
Voki enables users to express
themselves on the web in
their own voice by using a
talking character. You can
customize your Voki to look
like you or take on the
identity of lots of other types
of character, animals,
monsters, anime etc.
Students will record their
voices in the target language/
add music to the background
or record themselves playing
an instrument. Students will
present their projects in class
with the smart boards.
Explore cultural traditions
during the holidays.
7
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Internet, books, and worksheets
Cultural DVD- Las Posadas en Mexico and Los 3 Reyes Magos (Christmas in Mexico and Three Kings
day)
8
Unit 2
Content Area – World Language
Unit Title – Restaurant Courtesies and Food/ El Restaurante y La Comida
Target Course/Grade Level – Spanish: Grade 6
Unit Summary/Rationale – During this unit students will discuss nutrition and be able to order food from
the menu of a restaurant in the target language. By observing and participating in culturally authentic
activities it allows students to familiarize themselves with cultural products and practices. This unit will
discuss healthy eating habits, which lead to a healthy life style.
Interdisciplinary Connections – Health and Geography
Technology Integration – Projector, Smart board, Internet and DVDs
21st Century Themes –
Health Literacy and Economic and
Financial Literacy
21st Century Skills –
Life and Career skill
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strand(s) –A: Interpretative Mode
Proficiency Level: Novice Low-Mid
Content Statement(s) –
Linguistic:
The Novice Low-Mid language learner understands and communicates at the word level and can
independently identify and recognize memorized words and phrases that bring meaning to text.
o
o
Cultural: Personal identity is developed through experiences that occur within one’s family, one’s
community, and the culture at large. (Topics that assist in the development of this understanding should
include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school,
likes/dislikes, and pastimes.)
Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI) –
7.1. NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic
9
materials using electronic information sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.(Interpretative mode)
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target
culture(s).(Interpretative Mode)
7.1. NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1. NM.A.5- Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Strand(s) –B: Interpersonal Mode
Proficiency Level: Novice Low-Mid
Content Statement(s)Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized
words and phrases independently to:
o Respond to learned questions.
o Ask memorized questions.
o State needs and preferences.
o Describe people, places, and things.
Cultural:
o Personal identity is developed through experiences that occur within one’s family, one’s community, and
the culture at large. (Topics that assist in the development of this understanding should include, but are
not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and
pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI’s)7.1. NM.B.1: Use digital tools to exchange basic information at the word and memorized-phrase level related
to self and targeted themes.
7.1. NM.B.2: Give and follow simple oral and written directions, commands, and requests when participating
in age-appropriate classroom and cultural activities.
7.1. NM.B.3: Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1. NM.B.4: Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
7.1. NM.B.5: Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or on topics studied in other content areas.
10
Strand(s) –C: Presentational Mode
Proficiency Level: Novice Low-Mid
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized
words and phrases independently to:
o Make lists.
o State needs and preferences.
o Describe people, places, and things
Cultural:
o Personal identity is developed through experiences that occur within one’s family, one’s community, and
the culture at large. (Topics that assist in the development of this understanding should include, but are
not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and
pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI)7.1. NM.C.1: Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
7.1. NM.C.2: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1. NM.C.3: Copy/write words, phrases, or simple guided texts on familiar topics.
7.1. NM.C.4: Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NM.C.5: Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Reading Standards for Literacy:
Novice-Low & Novice-Mid (According to the ACFTL guidelines):
- Comprehend the principal message contained in various media such as illustrated texts, posters or
advertisements, in familiar contexts and with text features that support meaning visually or
graphically
Writing Standards for Literacy:
Novice-Low & Novice-Mid
Use simple sentences on very familiar topics to write:
-Explanations of products and/or practices of their own culture to peers in the target culture.
-Short notes, messages and brief reports about themselves, people and things in their environment.
-Illustrated stories about activities or events in their environment.
-charts created to identify pros and cons of an argument
11
Produce written and spoken messages such as short notes, messages, stories or reports about people and
things in their environment using a variety of media, including print and digital tools.
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 How do I maintain a healthy life style?
 What kind of foods do people eat in other
countries?
 Do all Spanish people eat the same foods?
Unit Enduring Understandings
 Healthy eating habits and exercising will contribute to
a healthy life style.
 We tend to make assumptions on foods that we are not
familiar with.
 Products and practices may vary from culture to
culture. Spanish speaking countries share one language
in common but each country has its uniqueness.
Terminology:
This- Esto
That- Eso
Phrases- Yo necesito, Yo quiero, Me gusta, No me gusta, Me encanta, ¡Que delicioso!, ¡Que rico!
Utensils/ Cubiertos
Cuchara(s)-spoon
Tenedor(es)-fork
Cuchillo(s)-knife
Servilleta(s)-napkin
Vaso(s)- cup
Taza(s)- coffee mug
12
Plato(s)- plate
Desayuno
Breakfast
Cereal
Leche-milk
Panqueques- pancakes
Wafles- waffles
Pan-bread
Mantequilla- butter
Huevos- eggs
Tocino- bacon
Almuerzo
Lunch
Ensalada- salad
Refresco- soda
Jugo- juice
Jamón- ham
Queso- cheese
Hamburguesa- hamburger
Sándwiche- sandwich
Sopa- soup
Cena
Dinner
Pollo- chicken
Pescado- fish
Carne- beef
Bistec- steak
Arroz- rice
Papas- potatos
Vegetales-verduras
Mariscos- seafood
Camarones- shrimp
Costillas- ribs
Wings- alas
Postres- desserts- helado- ice cream, pastel/torta/biscocho- cake
Merienda- snack- frutas- fruits, papitas-chips, papas fritas- french fries
Frutas/Fruits
Naranja-orange
Uvas-grapes
Fresa-strawberry
Cereza-cherry
Frambuesa- raspberry
Manzana- apple
Piña- pineapple
Sandia- watermelon
Durazno-peach
Pera- pear
Verduras/Vegetales
Lechuga-lettuce
Cebolla-onions
Espárragos- asparagus
Maiz-corn
Frijoles- beans
Apio- celery
Hongos- mushrooms
Zanahoria- carrots
Espinaca- spinach
Tomate- tomato
13
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Examine and compare
different cuisines of the
Hispanic world.
Teacher presentation of food words by using
plastic fruits and vegetables.
Discuss healthy eating
habits.
Use of a DVD to introduce restaurant etiquette
and ordering food in the target language.
Writing dialogues
Ask and respond to
questions about likes and
dislikes.
Compare and Contrast U.S and Hispanic dining
habits.
Presenting oral information
Order food and beverage
at a restaurant.
Group Activity- Interviewing classmates
Asking and answering questions about favorite
foods.
Project:
Students will participate in a
restaurant role play and order
food from a menu.
Identify eating utensils
and dishes.
Read and comprehend
written passages about
products.
Homework/Worksheets
Quiz/Tests
Students will be divided into groups of 4/5 to
participate in a restaurant role play.
Roles- costumers, waiter or waitress.
Create a menu in Spanish.
Practice the role play in class by using the
Using simple phrases
target language.
with yo tengo, yo quiero y
yo necesito to describe
Briefly explore the currency exchange between
and request food.
dollars and pesos
Calculate simple currency Countries- Cuba, Colombia and Dominican
Exchange between pesos Republic.
Authentic products- pesos from Cuba and
and dollars.
Dominican Republic.
14
Students will create their
own menus. They will
include cover page,
appetizers, specials,
beverages, lunch, dinner and
desserts.(Menus must be
type)
Students will participate in
an authentic Spanish Fiesta.
They will experience eating
foods from different
Hispanic speaking countries
and listen to popular Spanish
songs.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Internet, worksheets, magazines, and authentic cultural products
Cultural DVD- La comida/ Ordering food
15
Unit 3
Content Area – World Language
Unit Title – Body parts and Clothing/ Partes del Cuerpo y La Ropa
Target Course/Grade Level – Spanish: Grade 6
Unit Summary/Rationale – During this unit students will be able to identify different articles of clothing and
express likes and dislikes. Compare and contrast fashions based on cultural influences.
Interdisciplinary Connections – Social Studies
Technology Integration – Internet, Smart Board and Projector
21st Century Themes –
Global Awareness
21st Century Skills –
Communication and Collaboration
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strand(s) –A: Interpretative Mode
Proficiency Level: Novice Low-Mid
Content Statement(s) –
Linguistic:
The Novice Low-Mid language learner understands and communicates at the word level and can
independently identify and recognize memorized words and phrases that bring meaning to text.
Cultural:
o Personal identity is developed through experiences that occur within one’s family, one’s community, and
the culture at large. (Topics that assist in the development of this understanding should include, but are
not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and
pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI) –
7.1. NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
16
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.(Interpretative mode)
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target
culture(s).(Interpretative Mode)
7.1. NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1. NM.A.5- Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Strand(s) –B: Interpersonal Mode
Proficiency Level: Novice Low-Mid
Content Statement(s)Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized
words and phrases independently to:
o Respond to learned questions.
o Ask memorized questions.
o State needs and preferences.
o Describe people, places, and things.
Cultural: Personal identity is developed through experiences that occur within one’s family, one’s
community, and the culture at large. (Topics that assist in the development of this understanding should
include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school,
likes/dislikes, and pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI’s)7.1. NM.B.1: Use digital tools to exchange basic information at the word and memorized-phrase level related
to self and targeted themes.
7.1. NM.B.2: Give and follow simple oral and written directions, commands, and requests when participating
in age-appropriate classroom and cultural activities.
7.1. NM.B.3: Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1. NM.B.4: Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
7.1. NM.B.5: Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or on topics studied in other content areas.
Strand(s) –C: Presentational Mode
Proficiency Level: Novice Low-Mid
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized
17
words and phrases independently to:
o Make lists.
o State needs and preferences.
o Describe people, places, and things
Cultural:
o Personal identity is developed through experiences that occur within one’s family, one’s community, and
the culture at large. (Topics that assist in the development of this understanding should include, but are
not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and
pastimes.)
o Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Cumulative Progress Indicator(s) (CPI)7.1. NM.C.1: Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
7.1. NM.C.2: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1. NM.C.3: Copy/write words, phrases, or simple guided texts on familiar topics.
7.1. NM.C.4: Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NM.C.5: Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Reading Standards for Literacy:
Novice-Low & Novice-Mid (According to the ACFTL guidelines):
- Comprehend the principal message contained in various media such as illustrated texts, posters or
advertisements, in familiar contexts and with text features that support meaning visually or graphically
Writing Standards for Literacy:
Novice-Low & Novice-Mid
Use simple sentences on very familiar topics to write:
-Explanations of products and/or practices of their own culture to peers in the target culture.
-Short notes, messages and brief reports about themselves, people and things in their environment.
-Illustrated stories about activities or events in their environment.
-charts created to identify pros and cons of an argument
Produce written and spoken messages such as short notes, messages, stories or reports about people and
things in their environment using a variety of media, including print and digital tools.
18
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
• Why are fashions different in other countries?
Unit Enduring Understandings
 Understanding how culture, climate and economic
status influences what people wear in Spanish
Speaking countries.
 Typical clothing is used to represent a specific culture
or group of people among the same country.
 People identify with others based on cultural products
and practices.
Terminology:
Phrases: Yo quiero, Yo me pongo, Yo tengo
Articles- la, las, el, los
Adjectives and review of colors.
La Ropa
blouse- blusa
jacket- chaqueta
pants- pantalones
shorts- pantalones cortos
shoes- zapatos
shirt- camisa
t-shirt- camiseta
skirt- falda
dress- vestido
coat- abrigo
suit- traje
boots- botas
bathing suit- traje de baño
sandals- sandalias
socks- medias
sunglasses- gafas
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socks- medias or calcetines
belt- cinturón
hat- gorra
Review of body parts and clothing
cabeza- head
ojos- eyes
nariz- nose
boca- mouth labios-lips
pecho- chest
orejas- ears
cuello- neck
estómago- stomach
brazos- arm
manos- hands dedos- fingers uñas- fingernails
piernas- legs
espalda- back
pie-foot
rodilla- knee teeth-dientes
toes- dedos de los pies hair-pelo or cabello
Goals/Objectives
Students will be able to Identify and describe
articles of clothing by
using color and
adjectives.
Express opinions and
make observations.
Ask and respond to
simple questions.
Make positive and
negative statements.
Read and comprehend
written passages.
Use simple phrases with
me gusta, yo quiero, ¿te
gusta?, yo necesito etc.
Create a portfolio by
using articles of clothing
from magazines or the
internet.
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Teacher presentation
Homework/ Worksheet
Group activity: Guess who
Students will wear bandanas with a picture of
famous person. They will ask each other
questions by using clothing, body part and
adjectives vocabulary until they guess who the
person is. (Everyone in the class can see each
other’s pictures except their own).
Quiz/Tests
Interviewing their classmates.
(asking and answering questions)
Compare teen fashion in the United States and
Hispanic countries. (Venn diagram).
Games- gestures, shopping,
bingo, guess who
Role playing shopping at the
mall or el Mercado/ Centro
Comercial.
Prepare magazine ads for
clothing.
Students will work in pairs to
prepare a skit that takes
places in a clothing store.
Culture: 5 de Mayo celebration
Battle of Puebla
Discuss the importance of Cinco de mayo in
Write a small paragraph in
the United States vs its historical meaning in
English about Cinco de
Mexico.
Mayo.
(Compare and contrast both celebrations- group
activity).
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Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Internet, Google maps, magazines
Cultural DVD- 5 de Mayo
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