The units for this curriculum were designed to be engaging and developmentally appropriate for the 5th-6th grade years. They are intended to give students a foundation in the language using real-world topics, without having them “start over” if they do Level I in 7th grade. In fact, students who learn through the new 6th grade curriculum will have a greater depth and breadth of knowledge in all of the 5 C’s as well as the ability to be engaged in the Level I units without feeling as if they are repeating the same content.
The 6th Grade Curriculum is comprised of 5 units. Teachers in various schools have different time allotments. Teachers may choose to teach all 5 units during the 6th grade year, OR they might start the curriculum in 5th grade and do 2-3 units per year in greater depth. See the curriculum map to the right to see the order of the units. These units are also aligned to themes from the Advanced Placement test and relate to geography, science, the arts, and other subject areas.
Here is a summary of each of the Fifth/Sixth Grade Units.
During this unit, many students will experience the target language for the first time. The activities, from the first lesson to the assessments, are meant to excite students about the culture and countries through pictures, video, and poetry. Students will learn colors and country names by studying the flags of many countries. They will exchange information about where they live and where they are from – the first elements of simple self-introductions. This unit contains many connections to Social Studies/Geography content, such as learning the continents, matching flags to countries, talking about which languages are spoken where, and working extensively with maps and globes. During the assessments, students will read self-introductions in the target language and answer comprehension questions. They will use simple words and phrases in a speaking game to guess flags by colors and create and perform a cinquin-style poem about a country of their choice. When this unit is finished, students will have a clear initial picture of the sights and linguistic sounds of this new language and culture.
Our Birthday Party
In this unit, students use the target language in the three modes of communication (Interpretive, Interpersonal and Presentational) to explore how members of the target culture celebrate important life events such as birthdays. Students will learn about the similarities and differences between birthday celebrations in the target culture and their own. Within this context, they learn to express numbers, months and days of the week as well as the date of their and of others' birthdays. They will talk about parties including the food they eat and activities they perform, ask and respond to questions, discuss the people they invite to their parties and their relationships. Assessments throughout the unit will focus on students' listening comprehension, speaking and presentational skills. Students will demonstrate their language skills through interviews, role-play, creating and presenting dialogues as well as a flip book. At the end of the unit, students will be able to plan a party and be able to compare their own celebrations to those of children in the target culture.
During this unit, students will come to understand the role that culture and personal preferences play in our transportation choices. They will explore the similarities and differences between American society and its car-oriented culture and other societies where public transportation plays a larger role. During this unit, students will also continue to reinforce and expand their geographic awareness as we look at countries where cars and other vehicles are manufactured. Furthermore, students will come to appreciate the nature of economic interdependence as they realize that vehicles and their parts are often manufactured in more than one country. Real world math skills will also come into play as students will convert currencies and use the metric system to talk about vehicle mileage and speed as well as gas prices.
On the language side, students will use and reinforce vocabulary such as numbers, prices, geographical locations, currency names, descriptive adjectives, stating personal preferences, modes of transportation as well as vocabulary related to the weather, climate, and demographic factors. PowerPoints, videos, advertisements, and realia from the target cultures, will make this unit visually exciting.
Assessments in this unit will focus on students identifying different types of transportation, choosing a mode of transportation to fit their circumstances, and creating a vehicle advertisement from a target culture country of their choice.
This unit will be added during the 2015-2016 year. Students will plan a trip to a target-language speaking country.
Our Beautiful Culture
This unit will be added during the 201-5-2015 year. Students will explore the arts and landmarks in the target culture and discuss which they find most beautiful.