Montague Township School District
Spanish Curriculum Guide
Grade 5
2025-2026
Clancey Lane
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Description
This Spanish curriculum for grades 5-8 develops proficiency in the three modes of communication (interpersonal, interpretive, and presentational) using thematic units and structured grammar instruction. Grade 5 focuses on foundational topics: food and cultural preferences, household items and family structures, and geography of Spanish-speaking countries. Grades 6-8 build progressively with thematic units covering personal identity and family, destinations and leisure activities, and school environments, while incorporating cultural comparisons and practical applications. By the end of grade 8, students reach Novice High proficiency, capable of using words, lists, and simple sentences to ask questions, handle everyday transactions, and discuss subjects studied in other classes.
Big Ideas
- Language learners develop proficiency across interpersonal, interpretive, and presentational modes to function in real-life situations.
- Cultural competency requires understanding both the practices and perspectives of target language communities.
- Language study strengthens academic achievement and prepares students as global citizens.
Essential Questions
- How does learning a world language enhance understanding of one's own language and culture?
- What are the similarities and differences between Spanish-speaking cultures and the United States?
- How do communication, culture, and community interconnect in language learning?
Interpersonal Mode
Interpretive Mode
Presentational Mode
Students engage in collaborative discussions, present information orally, write narratives and informative texts describing cultural experiences, and develop vocabulary related to Spanish-speaking cultures and practices.
Students learn about geographic locations of Spanish-speaking countries, cultural practices and traditions, community life in different regions, and how geography and culture influence daily life and customs.
Students create visual representations including posters, floor plans, presentations, and skits that demonstrate cultural understanding and provide creative expression of learned language and cultural content.
Students demonstrate comprehension of global issues including climate change through target language materials and discuss environmental awareness and recycling practices in Spanish-speaking communities.
Students practice mathematical skills through currency conversions, time-telling, measurement of household dimensions, and data interpretation related to cultural comparisons.
Assessment occurs across multiple modes and types throughout the year. Formative assessments include dialogues, skits, and classroom interactions that measure interpersonal communication. Interpretive assessments involve reading passages, watching videos, and answering comprehension questions. Presentational assessments ask students to create videos, deliver oral presentations, write essays, and produce projects. Summative assessments include integrated performance assessments (IPAs) that combine all three modes, such as restaurant skits paired with menu interpretation and video projects. Benchmark assessments aligned with ACTFL guidelines measure progress toward Novice High proficiency by end of grade 8.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Likes and Dislikes and Food | ✓ | ✓ | — | ✓ |
| 02Rooms in the House or Apartment | ✓ | ✓ | — | ✓ |
| 03Spanish-Speaking Countries | ✓ | ✓ | ✓ | ✓ |
| 04¿Cómo eres y cómo es tu familia? (All about me and my family) | ✓ | ✓ | — | ✓ |
| 05¿Adónde vas? (Where do you go?) | ✓ | ✓ | — | ✓ |
| 06¿Cómo es tu escuela? (Tell me about your school) | ✓ | ✓ | ✓ | ✓ |
| Coverage | 6/6 | 6/6 | 2/2 | 6/6 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Likes and Dislikes and Food | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02Rooms in the House or Apartment | ✓ | ✓ | ✓ | ✓ | ✓ |
| 03Spanish-Speaking Countries | ✓ | ✓ | ✓ | ✓ | ✓ |
| 04¿Cómo eres y cómo es tu familia? (All about me and my family) | ✓ | ✓ | ✓ | ✓ | ✓ |
| 05¿Adónde vas? (Where do you go?) | ✓ | ✓ | ✓ | ✓ | ✓ |
| 06¿Cómo es tu escuela? (Tell me about your school) | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 6/6 | 6/6 | 6/6 | 6/6 | 6/6 |