Grade 5
Essential Questions:
Unit 1: The New Year Unit 2: Geography of the World Unit 3: B is for Bolivia
o What do I need to o How is our world o How does art portray life?
effectively communicate in composed?
Spanish? o What is Latin America like?
Unit 1: Review/Introduction Unit 2: Geografía Unit 3: Bolivia
Sept. – Oct. Nov. – Jan. Feb. – June
Content Self name giving Cardinal directions Clothing
Colors Topographical features o Fabrics
Numbers Hispanic flags Weather
Classroom Commands Countries & Capitals Seasons
School Objects Geographical terms Months
Feelings Transportation
Family Prepositions of placement
Days & Date
Skills Asks for and provides name. Lists Hispanic countries and their Reports on the daily weather.
Describes objects by color. capitals. Describes what he/she and others
Counts from 0 – 31. Identifies the major bodies of are wearing including the use of
Performs basic addition & water in the world. color.
subtraction. Identifies the continents. Identifies clothing as related to
Follows basic commands using Locates target countries on a weather and vice-versa.
classroom objects. map. Makes a logical connection
States how he/she is feeling. Describes the flag of target between month and seasons.
States date. countries. Describes clothing by color and
Provides names and relationship of Identifies prominent land forms fabric.
family members. in North and South America. States the placement of objects in
Describes the relative location relation to one another.
between countries. Identifies logical means of
Identifies boarders of target transportation for going from one
countries. place to another.
CH Standards & Benchmarks for PBA CH 4.1.2E, 3E CH 4.2.2E CH 4.1.1E, 3E
CH 4.3.1E CH 4.4.1E, 3E CH 4.3.1E, 2E
CH 4.4.3E CH 4.5.2E CH 4.5.1E, 2E
CH 4.6.1E CH 4.6.2E, 3E, 4E, 5E CH 4.6.1E, 2E
CH 4.7.2E
Performance Based Activity All students will perform a guided- Given a Spanish speaking Using a picture prompt of
(PBA) mini-conversation with a peer country, each student will make a clothing stores for various
where they provide the following visual representation of the seasons, students will respond to
information: a greeting and country (w/ a focus on shape and questions about location of
farewell, their name, how they are boarders) and its flag. Each will objects, and deduce what weather,
feeling. then present his/her country orally season, and months are
stating: the name, capital, location represented in the picture.
(continent, use of cardinal
directions w/boardering land
forms), and the colors of the flag.
Suggested Activities / Día de los muertos
Formative Assessments Chart students’ birthdays by seasons, including months
Put on a fashion show in class where students describe others’ clothes
Play “Yo espío” (I spy), where students guess which student in class is being described
Have students compare target-culture-weather forecast reporting
Have students identify and label selected geographical features on a map
Have students match flags with their corresponding countries
Have students match your picture as you describe it using prepositions of placement (Match-Mine)
Have students describe the locations of objects as seen in a picture prompt
Have students brainstorm how they would get from one place to another with a prompt
Have the students guess the fabric by touch
Content Specification
Calendar Family School Weather Cardinal Points
See grade 2 See grade 2 Commands See grade 2 See grade 4
o See Grade 2
Objects
o See grade 2
Places Season Transportation Clothing Language Structure
In addition to grade 4 See grade 4 En autobús See grade 2 In addition to those
(Lugares) students will En coche found in Grade 4,
learn… A pie Fabrics (telas) students will learn…
o El Océano Atlántico En avión o De lana o Es de…
o El Océano Pacífico En barco o De algodón o X es … (Mi país es..)
o El Océano Indio Around the Town En metro o De fieltro o X son …(Los colores
o El Golfo En bicicleta o De seda son…)
o El Mar Caribe En camión o De terciopelo o Está with cardinal
o Los Andes El restaurante En tren o De nilón directions & prepositions
o Las montañas Roscas El jardín zoológico o De poliéster of placement
o La Península La playa o De cuero o Prepositions of
o América del Norte El supermercado placement:
o América del Sur El mercado A la derecha (de)
o América Central La tienda A la izquierda (de)
o Los Estados Unidos La escuela Cerca de
o Francia Debajo de
o Portugal En
o Italia Entre
o Inglaterra
o Alemania
Los Continentes
Los países de habla
español
Las capitales de los
países nombrados
For Extended Time Programs (FLES)
In addition to the curriculum delineated above, programs that have additional contact time will complete the following.*
Language Structures Use of “¿Cómo se llama ud.?” and “¿Cómo está ud.?”
Use of “llevan…”
Performance Based Add family composition to unit 1 (e.g. Tengo 3 hermanos.)
Activity
Skills Creates brief guided paragraphs.