Grado+5+units

Students in 5th grade continue to work with "can-do" statements. These are objectives and tasks from the unit that have been converted to language the children understand. The "can-do" statements are introduced at the beginning of the unit and students determine if they can already do what is stated. It is likely that most students are unable to do most or all of the tasks listed. At the end of the unit, the "can-do" statements are revisited. It is my hope that all students are able to do the task listed in each "can-do" statement. Below you will find the "can do" statements for each unit.

Our first mini-unit is on physical descriptions. Throughout the unit we describe people in photographs and each other (eye color, hair, and height). Your child creates a monarch butterfly and writes a short paragraph about him/herself. The butterflies will spend the winter in Mexico and in the spring they will return to us in the form of monarchs from other children whose butterflies have wintered in Mexico. //Can-do statements:// 1. I can write a 7 sentence descriptions about other people in Spanish. 2. I can write a 7 sentence description of myself in Spanish. 3. I can present information in Spanish about other people. 4. I can answer questions about myself in Spanish. 5. I can answer questions about my friends in Spanish.
 * Unit 1A: las descripciones (descriptions)**

Our second mini-unit is on families. We use vocabulary from our first unit to describe our family members and learned new vocabulary about personality descriptions. We describe our ancestors in Spanish and create last names like those used in Spanish speaking countries.
 * Unit 1B: la familia (family)**

// Can-do statements: // 1. I can name 10 family members in Spanish. 2. I can describe my family members in Spanish. 3. I can explain how last names are made in Spanish. 4. I can talk about my heritage in Spanish.

In this unit we talk about routines and schedules at Crestview and in Spanish speaking countries, with a focus on Spain, Ecuador, El Salvador and the U.S. territory of Puerto Rico.
 * Unit 2: el horario (schedule) **

// Can-do statements: // 1. I can identify at least 5 activities or classes in Spanish. 2. I can tell time in Spanish. 3. I can describe a typical day in Spanish. 4. I can sequence a familiar text in Spanish. 5. I can compare and contrast schedules in U.S. and Spanish-speaking countries.

This unit focuses on the story __Encuentro__, a tale about the Taino people and the effect Christopher Columbus landing on the island of Puerto Rico had on those people. We learn about the lives of Taino people and read the story.
 * Unit 3: Los Tainos (Taino) **

// Can-do statements: // 1. I can sequence the story in Spanish. 2. I can describe in Spanish. the effect of Spanish exploration on the Taino people. 3. I can explain the difference in Spanish between explorers and conquistadors. 4. I can draw the main idea and details of the story.