GRADE SIX WORLD LANGUAGE
Sixth 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 sixth 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: Going to the Market
Essential Question: What role do markets play?
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: Community and Service
Essential Question: What is the impact of our actions on others?
Students will consider the needs of communities locally and globally and will discuss ways that they might help. After considering how individuals help in local communities in (name of country), they will select an organization in a Spanish-speaking country that is of interest to them and will create a presentation to explain the goals of that organization. As a class they will select one not-for-profit organization that is deserving of support and will identify ways to help. They will also consider their roles as members of their local community, what they do and how they and others feel in different situations.
Unit 3: Growing Up: Rites of Passage
Essential Question: What does it mean to “grow up”?
In development — This unit will give students a chance to reflect on who they are and how their life changes at different ages. They will consider their own experiences and compare them to how young people in other cultures mark key moments in their lives. They will consider the importance of birthdays and will be able to describe the Quinceañera comparing those traditions with traditions from other cultures talking with others about what they like and don’t like for birthday celebrations. They will prepare a timeline of significant events in their lives commenting on what they did and will predict what they are going to do at key future events.
Unit 4: Global Citizenship
Essential Questions: What is a cultural identity? Who belongs?
In development — Students will begin by considering reasons why people move and will consider how they feel when in new situations. They will then compare their experiences to those of today’s immigrants, refugees and migrants looking at the current situation in the Dominican Republic. Students will learn more about their family heredity, where they come from and the cultural influences on their family. Using personal example they will explore the concept of how people assimilate by explaining the analogy of the melting pot or salad bowl. They will prepare a report about their cultural identity and will also present the story of someone who is moving from one culture to another.