The main objective for sixth grade is to refine students’ proficiency in Spanish by developing advanced vocabulary, reinforcing grammar structures, and fostering cultural competence. Through interactive lessons and culturally relevant activities, students will enhance their ability to express themselves fluently and accurately in spoken and written Spanish. This level prepares students for more complex language tasks, deeper cultural exploration, and successful communication in diverse Spanish-speaking contexts.
Scope and Sequence
Scope and Sequence
Unit 1: Bolivia – Nos conocemos
- Saludos y despedidas
- La familia
- Los amigos
- ¿Cómo somos?
Unit 2: España – ¿Cómo vivimos?
- Los colores y la ropa
- Las actividades en la casa
- Los lugares y las compras
- Las actividades en la comunidad
Unit 3: El Salvador – Vamos a aprender
- Las clases
- La hora de clase
- Actividades divertidas
- La escuela
Unit 4: Puerto Rico – Los animales
- Los animales de la granja
- Animales de Puerto Rico
- Animales del zoológico
- Una fábula de Puerto Rico
Unit 5: Guatemala – Nos cuidamos
- Los alimentos
- La comida y las celebraciones
- El cuerpo y la salud
- Una vida sana
Unit 6: Uruguay – Nuestro ambiente
- El estado del tiempo
- Las estaciones del año
- Los medios de transporte
- Los lugares para visitar
Unit 7: México – ¿Cómo funciona?
- Los inventos
- Las profesiones
- Los planes para el futuro
- Las actividades en el futuro
Unit 8: Ecuador – Nuestras celebraciones
- Los días festivos
- Las fiestas populares
- Las celebraciones
- Las tradiciones
Curriculum
- 9 Sections
- 21 Lessons
- 10 Weeks
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- Preliminary Unit2
- Unit 1: Bolivia – Nos conocemosHow do we use language to build relationships in the community? Objectives: 1. Greet and say goodbye to children and adults at different times of day. 2. Identify family members and introduce them to others. 3. Introduce themselves to new friends and to classmates. 4. Identify and describe friends, events, and objects. 5. Identify the differences and similarities regarding the way people greet and address others in their own culture and in the Spanish-speaking culture.7
- Unit 2: España - ¿Cómo vivimos?How do we build communities that support us in our daily lives? Objectives: 1. Talk about clothes they wear and their colors. 2. Express what household activities they like to do and do not like to do. 3. Ask and give directions to go to places within different types of communities. 4. Talk about activities they can do in the community and about plans for the day. 5. Compare clothing, and activities of people in Spain with the clothing people wear and activities they do in their own community.2
- Unit 3: El Salvador – Vamos a aprenderHow does education influence our life? Objectives: 1. Use the days of the week and time to talk about their school schedules. 2. Talk about their hobbies and after-school activities. 3. Describe their classes and the supplies they need for them. 4. Identify and compare school and leisure activities in El Salvador and in the United States.2
- Unit 4: Puerto Rico – Los animalesWhat is our connection with the animals in our community? Objectives: 1. Identify, compare and contrast pets, farm animals, and zoo animals. 2. Read and talk about endangered species native to Puerto Rico. 3. Read and talk about games people play in Puerto Rico. 4. Describe animals unique to other countries, and be sensitive to the issue of endangered species in all cultures.2
- Unit 5: Guatemala – Nos cuidamosHow do we care for ourselves and others in our community? Objectives: 1. identify foods and compare traditional Guatemalan dishes with dishes in the United States. 2. Talk about food served at celebrations. 3. Identify parts of the body and describe physical activities and ailments. 4. Discuss ways to stay in good health and to care for the environment. 5. Compare and contrast traditional foods and places to exercise in Guatemala and in their own community.2
- Unit 6: Uruguay – Nuestro ambienteWhat are important factors that affect our choices? Objectives: 1. Describe activities done in different months and seasons. 2. Compare the Uruguayan gaucho to the cowboy of the United States. 3. Identify means of transportation. 4. Read and discuss a weather forecast. 5. Discuss activities that people do at different times of the year in Uruguay and in their community.1
- Unit 7: México - ¿Cómo funciona?How do our actions and decisions affect our future? Objectives: 1. Describe and compare Mayan inventions and contemporary Mexican inventions. 2. Talk about professions and the preparation needed to pursue them. 3. Use the future tense to discuss future plans. 4. Use the future tense to make predictions about life in the future. 5. Identify and compare how the past and present contribute to the cultural identity of people in Mexico and in the United States.2
- Unit 8: Ecuador – Nuestras celebracionesHow do traditions and celebrations reflect the values of a community? Objectives: 1. Describe traditions, family celebrations, and holidays in Ecuador. 2. Narrate stories by using the past, present, and future tenses. 3. Distinguish and correctly pronounce and spell words l, ll, c, s, z, v, b. 4. Describe people, places, and things in the Otavalo Market. 5. Compare traditions and celebrations in Ecuador with those in their family and community.1
