GRADE FIVE WORLD LANGUAGE
Fifth grade students at Daniel Wright participate daily in Spanish language classes. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The instructional goals for each thematic unit integrate language, culture and content in age-appropriate ways. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish.
Performance Goals – Novice High
By the end of fifth grade, students will be able to communicate using sentences on topics they have studied in class. They will understand the Spanish that their teacher uses when working in familiar contexts and will be able to understand familiar language in authentic written and spoken texts. They will usually be able to handle short social interactions by asking and answering questions.
Unit 1: Let’s Go to the Market
Essential Questions: Why do markets exist? What is the value of the dollar?
Students will visit markets in Spain and in other countries around the Spanish-speaking world and will discuss what they want or need to buy at the market. They will bargain for those items in the local currency allowing them to gain a sense of currency conversion in different countries relative to the dollar. Students will be able to state their opinions about markets giving simple advantages and disadvantages.
Unit 2: Health and Wellness
Essential Question: What does it mean to be healthy?
Students will consider healthy lifestyle factors — diet, exercise, and daily routines. Students will compare American cuisine to the various cuisines of the target language countries. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, commenting on how healthy or unhealthy certain foods are. Students will compare and contrast the American food plate to the pyramids of other cultures. They will create their own personal food and activity pyramids and discuss those pyramids with their peers. They will create a Public Service Announcement promoting one aspect of a healthy lifestyle.
Unit 3: A Day in the Life
Essential Question: How does a typical day in my life compare to the lives of others?
Students will analyze how they and others spend their days. They will begin by considering how young people in other parts of the world spend their time before, during and after school. Then, they will discuss how they spend the 24 hours in the day — school, media, chores, jobs, meals, sleep, sports, music, etc. and will consider how their habits compare to the habits of others from different cultures. They will engage in activities by following appropriate target language directions and will make plans to do things with others. They will consider the basic right of all children to play.
Unit 4: Leadership and Teamwork
Essential Question: What is leadership?
Students will begin by considering traits of bosses and leaders, identifying the characteristics of good leaders. They will then consider the language often used by both and will begin to use the language of leaders as they work in effective teams. They will also look at the qualities of effective teams and will consider traits that cause some sport teams to excel when others with talent lose. They will identify someone who is a leader for them and identify why that person qualifies as a leader. They will apply what they have learned about leadership by identifying a school or community problem and begin working as a team to identify possible solutions writing a letter to advocate for change.