GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

Course Title: Spanish Grade 5

Subject: Spanish

Grade Level: 5

Department/School: World Languages/Ridgewood Avenue

Duration: One year, meeting twice per cycle

Number of Credits: N/A

Prerequisite: None

Elective or Required: Required

Author: Cristina Jerolimic

Date Submitted: Summer 2005

Course Description

The fifth grade Spanish program focuses on building previous Spanish skills while continuing to introduce students to relevant and age appropriate topics in the target language. Students learn all skills: listening, speaking, reading and writing, through activities such as dialogues, songs, rhymes and games. Communicative competence underlines all activities and units as outlined in the Scope and Sequence Section.

GLEN RIDGE PUBLIC SCHOOLS

WORLD LANGUAGE MISSION STATEMENT

In a changing world of technology and multiculturalism, the world is getting smaller and the importance of multilingual abilities is becoming increasingly important. We in the World Language Department believe every individual in our school is capable of learning a foreign language to the best of their ability. Our emphasis is on communication and culture. Students will use correct syntax, grammar, and pronunciation. Included in our repertoire of activities is a study of both Francophone and Hispanic cultures. This also includes non-verbal clues common to these cultures. Students will be exposed to all forms of literature in the native language in their chosen second language, in the original form, depending on the level of study.

Students will also be exposed to the language not only through the use of the textbook but also through the use of multimedia, listening, speaking, reading, and writing activities. Native speakers will be invited and engaged whenever possible. Students will be expected to take an active role in the learning of the language since true communication is an active process. Students will be assessed in all four skills: listening, speaking, reading and writing. Authentic assessment in real-life, survival situations will be a part of all teachers’ classrooms. Available technology will be employed, working on collaborative activities within the framework of the topic.

New Jersey Core Curriculum Content Standards

World Language

STANDARD 7.1 (COMMUNICATION) ALL STUDENTS WILL BE ABLE TO COMMUNICATE IN AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH. THEY WILL USE LANGUAGE TO ENGAGE IN CONVERSATION, UNDERSTAND AND INTERPRET SPOKEN AND WRITTEN LANGUAGE, PRESENT INFORMATION, CONCEPTS, AND IDEAS WHILE MAKING CONNECTIONS WITH OTHER DISCIPLINES, AND COMPARE THE LANGUAGE/CULTURE STUDIED WITH THEIR OWN.

STANDARD 7.2 (CULTURE) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE PERSPECTIVES OF A CULTURE(S) THROUGH EXPERIENCES WITH ITS PRODUCTS AND PRACTICES.

Curriculum Description

THEMATIC UNIT 1: SCHOOL SCHEDULES

Goal: Discuss school schedule and subjects.

Objectives:

Each student will be able to:

1. Tell time to the minute. (7.1.A.5)

2. Recognize time of day. (7.1.A.5)

3. Respond to and ask questions regarding school subjects and their times. (7.1.B.3)

4. Apply verbs in a conversation about school subjects. (7.1.B.3, 7.1.C.2)

5. State favorite and preferred subjects. (7.1.B.3)

6. Compare and contrast the American school system with the target culture. (7.2.A.1)

7. Create and present a timeline for a famous Hispanic. (7.2.C.2)

Duration of time: One semester

Activities

Students will:

- Listen to time song, fill in missing times and sing.

- Complete and/or create dialogues to discuss school subjects and schedules.

- Take survey of classmates’ favorite classes.

- Match action to class where action is usually performed.

- Listen to dialogue and respond to comprehension questions.

- Design school uniforms and compare school systems.

- Research a famous Hispanic, create a timeline and present.

THEMATIC UNIT 2: MAKING NEW FRIENDS

Goal: Introduce yourself to others and exchange information.

Objectives:

Students will be able to:

1. Introduce themselves including name, age, gender as well as physical and emotional traits. (7.1.C.2)

2. Describe their house, town and/or country. (7.1.C.3)

3. Ask and respond to questions regarding school life. (7.1.B.3)

4. Tell quantity and descriptions of any pets or family members. (7.1.C.3)

5. Create a game board using previously learned phrases. (7.1.C.2)

6. Compare and contrast the American home and a Spanish villa. (7.2.A.1, 7.2.C.1)

Duration of time: One semester

Activities

Students will:

- Play listening/guessing game with self-descriptions.

- Write and present self-descriptions and illustrations in portfolio form or tape.

- Interview classmates and exchange personal information.

- Use the verb Ser to create house, town, country and family descriptions.

- Compile phrases learned and create a game.

- Learn “Mi Casa” poem.

- Design a Spanish villa and label with sentences.

THEMATIC UNIT 3: IN THE MARKETPLACE

Goal: Interact within a place of business

Objectives:

Students will be able to:

1. Count from 100-1,000. (7.1.A.5)

2. Identify places around town and ask their location employing the verb Estar. (7.1.A.3)

3. State needs while in a store. Ask for items and prices. (7.1.B.2)

4. Learn about the role of the market in daily life and various, as well as unique, places of business in Madrid and Mexico City. (7.2.A.1, 7.2.A.2, 7.2.C.1)

5. Take part in mask-making for “Carnaval.”

Duration of time: One semester

Activities

Students will:

- Participate in an auction using authentic currency duplicates.

- Create impromptu dialogues according to location.

- Read map and state locations.

- Make requests and respond to various given situations around town and in the marketplace with props.

- Identify daily practices of the marketplace in major cities and reproduce a tangible product/vendor’s storefront.

- Create masks in groups after learning about how “Carnaval” is celebrated around the Spanish-speaking world.

THEMATIC UNIT 4: LEISURE ACTIVITIES

Goal: Discuss various activities and sports.

Objectives:

Students will be able to:

1. Identify sports and state whether or not that sport is enjoyed and/or played (7.1.A.3)

2. Introduce verbs in the singular form and use to describe actions. (7.1.A.5)

3. Understand the role of soccer. (7.2.A.4)

4. Express emotions. (7.1.A.4)

5. Compare and contrast the cultural event “Quincenera” with Sweet 16. (7.2.A.3)

6. Create and present a dialogue using concepts learned as culminating activity. (7.1.C.2)

Duration of time: One semester

Activities

Students will:

- Read a book on sports (Zoomies) aloud with partner and infer meaning.

- Prepare a list of leisure activities preferred and ask classmates to rank them.

- Respond to questions on sports practiced via games and interviews.

- Participate in tableaus and guess emotions.

- Watch and listen to a clip of soccer game narrated in the target language.

- Create a culminating dialogue and present with props.

Texts, Resources, and/or Literature

1. Viva Espanol, Learning Systems A, B, C, Wright Group/McGraw-Hill, 2005

0-07-603023-7, 0-07-603024-5, 0-07-603025-3

2. En Sus Marcas Textbook, EMC Paradigm Publications, 2000

3. Buen Viaje, Glencoe/McGraw-Hill, 2000, 0-02-641221-7

4. Spanish is Fun Textbook, Amsco Publications, 2000, 1-56765-465-7

5. Internet Research/Workshop Literature