MOBILE COUNTY PUBLIC SCHOOL SYSTEM -...

Mobile County Public School SystemDivision of Curriculum and Instruction

SPANISHCourse of Study and Pacing Guides

Beginning 2007-08Revised 2013-14

For

Kindergarten – Fifth Grade SpanishSixth Grade Exploratory Spanish

Seventh Grade Introductory Spanish (Regular and Advanced)Eighth Grade Regular and Advanced (Honors) Spanish

High School Regular Levels 1 and 2 SpanishHigh School Levels 1-5 Honors/Pre-AP, AP and IB Spanish

High School Elective Spanish for Travelers

The objectives in this pacing guide align with the State of Alabama Course of Study and the National Standards of Foreign Language Education as dictated by the American Council on Foreign Language Teaching.

Table of Contents Preface ……………………………………………………………………………………………………………… 4Acknowledgements ……………………………………………………………………………………………....... 5Program Philosophy ………………………………………………………………………………………………...5Assessments ………………………………………………………………………………………………..……… 6Grading Procedures ……………………………………………………………………………………………….. 6Textbook Stewardship …………………………………………………………………………………………….. 6Technology …………………………………………………………………………………………………………. 7State Course of Study and the Mobile County Spanish Program ………………………………………….…. 7Course Descriptions ……………………………………………………………………………………………….. 8Standards and Objectives Kindergarten through Grade 5 …………………………………………………….. 9Curriculum and Alignments

Kindergarten..……………...…………………………………………………………………………….. 13Grade 1 …….…………………………………………………………………………………………….. 15Grade 2 ………………….……………………………………………………………………………….. 17Grade 3 …………………………………………………………………………………………………... 19Grade 4 ……………………………………………………………………………………………..….… 22Grade 5 ………………………………………………………………………………………………….. 27

Kindergarten and Elementary Pacing Guides At-A-Glance ……….…………………………………………. 30Kindergarten ………………………………………………………………………………………….…. 31Grade 1 …….…………………………………………………………………………………………….. 34Grade 2 ………………….……………………………………………………………………………….. 39Grade 3 …………………………………………………………………………………………………... 43Grade 4 …………………………………………………………………………………...……………… 47Grade 5 ………………………………………………………………………………………………….. 51

Standards and Objectives Grades 6-8 …………………………………………………………………….…… 55Curriculum and Alignments (Grades 6-8)

Grade 6 ………………………………………………………………………………………. …………56 Grade 7 (Regular) ...……………………………….……………………………………………………. 61 Grade 7 (Advanced) ……………………………………………………………………………………. 64 Grade 8 (Regular) ………………………………………………………………………………………. 68 Grade 8 (Advanced/Honors) ………….……………………………………………………………….. 74

At-A-Glance Pacing Guides (Grades 6-8) …………………………………………………………………….. .82 Grade 6 ……………………………………………………………………………………………………83 Grade 7 (Regular) ...……………………………….……………………………………………………. 84 Grade 7 (Advanced) ……………………………………………………………………………….…… 85 Grade 8 (Regular) …….….…………………………………………………………………………..… 88

Grade 8 (Advanced/Honors) ………….………………….……………………………..………….... 88High School Standards and Objectives (1-5) …………………………………………………………….……. 92

Spanish 1 …………………………………………………………………………………………………..…….93Spanish 2 ……………………………………………………………………………………………………….. 95Spanish 3 …………………………………………………………………………………………………......... 96Spanish 4/5 …………………………………………………………………………………..………..…….… .98

High School Curriculum Alignment (I-V) ……………………………….……………………………...……....101Spanish 1………………………………………………………………………………………………….…... 102Spanish 1A ……………………………………………………………………………………………….….. 107Spanish 1B ………………………………………………………………………………….……………….. 109

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Honors/Pre-AP Spanish 1………………………………………………………………………………….…113Spanish 2 …………………………………………………………………………….…………….…………..119Spanish 2A ………………………………………………………………………………………….………… 123Spanish 2B ………………………………………………………………………………………….………… 126Honors/Pre-AP Spanish 2 …………………………………………………………………….…………….. 130Honors/Pre-AP Spanish 3 …………………………………………………………………….…………….. 135Honors/AP Spanish 4/5 ………………………………………………………………….………………….. 138 AP Research and Design ……………………………………………...……………………………………. 141Spanish For Travelers (Elective) …………………………………………………………………………… 144

High School At-A-Glance Pacing Guides ……………………………...…………………………………….. 146Spanish 1………………………………………………………………………………………………………. 147Spanish 1A ……………………………………………………………………………………………………. 150Spanish 1B ……………………………………………………………………………………………………. 152Honors/Pre-AP Spanish 1……………………………………………………………………………………. 153Spanish 2 …………………………………………………………………………………………….……….. 159Spanish 2A ………………………………………………………………………………………….………… 162Spanish 2B ………………………………………………………………………………………….………… 164Honors/Pre-AP Spanish 2 …………………………………………………………………….…………….. 166Honors/Pre-AP Spanish 3 …………………………………………………………………….…………….. 174Honors/AP/IB Spanish 4/5 ……………………………………………………………….………………….. 179AP Research and Design ……………………………………………...……………………………………. 181Spanish For Travelers (Elective) …………………………………………………………………………… 186Ancillary Suggestions ………………………………………………………………………………………... 189World Language Instruction Checklist ……………………………………………………………………... 191Sample Course Syllabus……………………………………………………………………………………. 192

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PREFACE

The Mobile County Pacing Guide correlates to the Alabama State Course of Study. The standards presented in the Alabama Course of Study are the minimum requirements for a classroom instructor; however teachers are encouraged to teach above and beyond the minimal standards presented in this guide. Additional objectives and examples are provided.

The pacing guide which follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging between the various levels in each school. These bridges are noted on the pacing guide page; however, the following is a suggested pacing guide. Adjustments may be needed to accommodate scheduled school activities, testing, and other interruptions. Each student should have ample opportunity to engage in conversation and composition. The teacher may choose from the listed activities, or create teacher-made activities, as long as the objectives are met.

This pacing guide has been developed to provide the Spanish teachers of the Mobile County Public School System with practical and manageable course outlines for elementary, middle and high school Spanish. The teachers are given state standards with objectives for kindergarten through high school level IV. A suggested outline will be given for level V. Based on a review of the currently adopted textbooks and ancillary materials, this curriculum guide recommends an overall scope and sequence, including course standards and objectives reflected in the At-A-Glance pages for each course and suggested pacing guides that have been carefully correlated to the 2006 Alabama Course of Study for Languages Other Than English: Foreign Languages.

Adopted textbooks:

Elementary SchoolKindergarten De canciones a cuentos A, Hampton BrownGrade 1 De canciones a cuentos A, Hampton BrownGrade 2 De canciones a cuentos B, Hampton Brown

Grade 3 ¡Viva el español! System A, McGraw HillGrade 4 ¡Viva el español! System B, McGraw HillGrade 5 ¡Viva el español! System C, McGraw Hill

Middle SchoolGrade 6 ¡Viva el español! Hola, McGraw Hill Grade 7 Realidades A&B, Prentice HallGrade 8 Realidades 1, Prentice Hall

High SchoolLevel I Realidades 1, Prentice HallLevel II Realidades 2, Prentice HallLevel III Realidades 3, Prentice HallLevel IV Conexiones, Prentice HallLevel V Conexiones, Prentice Hall

SPECIAL NOTE: The Prentice Hall Spanish Program offers such a wide variety of exercises and ancillary materials that the teacher cannot realistically use all of them during instructional time. The teacher must carefully select the materials that will be most effective in meeting the goals set forth by the state and local curriculum guides.

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ACKNOWLEDGEMENTS

Direct involvement of teachers in the development of subject-area curricula is a practice of the Division of Curriculum and Instruction. Redesigning the curriculum in any area is a major undertaking and requires a tremendous amount of dedication, input, time and hard work. Appreciation is expressed to these Spanish teachers, who served on the Spanish Curriculum Writing Committee:

Mark Bryant Murphy High SchoolMary Jo Cates Davidson High SchoolAlba Márcia De Sousa Blount High SchoolAlethea S. Griner Davidson High SchoolCarlos Holly Phillips Preparatory SchoolLeslie A. Hover Citronelle High SchoolIsabel Mendibur de Otaño Baker High SchoolJennifer De Torres Clark-Shaw Magnet SchoolAndrea G. Turner Satsuma High SchoolAmelia White Williamson High SchoolMarilyn Pace World Languages Supervisor

PROGRAM PHILOSOPHY

The Spanish Program of the Mobile County Public School System meets the guidelines established in the 2006 Alabama Course of Study for Languages Other than English: Foreign Languages. The program gives Alabama students the opportunity to gain proficiency in a foreign language and will help prepare them for the demands of the twenty-first century.

The content standards are the minimum requirement dictated by the State of Alabama. These standards are not exhaustive. The Mobile County Public School System has included additional content to address specific local needs. Advanced/Honors and Pre-AP/Honors classes have increased rigor. It is expected that students in the Honors track will enroll in Advanced Placement Level 4 and successfully complete the AP examination and receive college credit.

Spanish teachers in the Mobile County Public School System will implement the goals of a successful language program developed by ACTFL (American Council on the Teaching of Foreign Languages) and outlined in the 2006 Alabama Course of Study for Languages Other Than English: Foreign Languages. The five goal areas are

Communication Cultures Connections Comparisons Communities

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ASSESSMENTS

The unique nature of foreign languages, especially the proficiency-oriented language experiences, calls for the use of multiple forms of assessment to clearly evaluate each student’s progress, as well as the impact of the instructional strategies. The task of the teacher is to use the most effective and valid forms of assessment for the type of skill being assessed and for the individual. Developing a variety of assessment options allows the teacher to better assess the students’ ability to demonstrate knowledge in a given area. Assessment options include, but are not limited to, the following:

*Traditional – paper/pencil tests and quizzes (including objective and open-ended questions), homework, class work, and classroom participation

Note: It is important that foreign language teachers include assessment for listening and speaking as well as reading and writing.

*Non-traditional – performance assessments, interviews, conferencing, peer assessments, portfolio assessments, projects, and journals

Note: It is extremely important that teachers give at least one major assessment per week.

GRADING PROCEDURES

Grades for all assessments should be recorded in the STI teacher’s grade book. Teachers should print out a hard copy periodically for security and personal record keeping. Formulas used to calculate grades should follow the Mobile County guidelines of:

60% for tests 30% for quizzes, daily work, projects, participation, etc. 10% for homework

The final exam will count 20% of the final grade.

While progress reports are required for students with grade averages of D and E, teachers are encouraged to issue periodic progress reports to all students. Students who perform well need the affirmation a good progress report provides. Individual school policies may differ, but a progress report should be given at least every 4 weeks.

Students, who miss assignments because of any excused absence, must be given a minimum of 1 week to complete missed work. It should be noted that suspension days are excused absences.

TEXTBOOK STEWARDSHIP

In order to minimize textbook wear, all students are required to cover the textbooks. Teacher’s editions should not be left where they are accessible to students. Program tests and other assessment materials should be secure at all times. Students should not be allowed to keep any program-generated test or other assessment. Security of the teacher’s edition and all program tests is mandatory for this program to be effective. Textbooks, teacher’s editions, equipment and ancillary materials provided by the Mobile County Public School System are the property of the school system and must be returned to the system designee upon demand.

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TECHNOLOGY

The Prentice Hall Spanish Program has a wide variety of technology resources for use in the classroom.

The ancillary package includes: (Ancillaries are available directly from the textbook representative-Publisher)

Teacher Express: Offers Lesson Planner, Teacher Edition, Vocabulary Clip Art, Teacher Resources, Exam View Test Bank, and Web Resources

Teacher Online Access Pack: Interactive Textbook, Online Class Management for Teachers

Audio Program CD’s: Provide numerous opportunities to develop and assess the students’ listening skills.

Video Program: Video programs include videos to teach vocabulary and grammar plus motivating story-line videos.

Mindpoint Quiz Show CD-ROM Internet Activities: These provide students and teachers with a wide range of information

that can be put to immediate use. They include Companion Web site, PHSchool.com, generally eight links per chapter, PuzzleView games, Online Atlas, Interactive vocabulary and grammar practice, Self-Test, Links for culture and reading, Downloadable audio files, New content added on an on-going basis

THE STATE COURSE OF STUDY AND THEMOBILE COUNTY PUBLIC SCHOOL SYSTEM SPANISH PROGRAM

The Hampton Brown, the McGraw Hill, and the Prentice Hall Spanish Programs adopted for Kindergarten through level 5 meet the ACTFL standards as well as the 2006 Alabama State Course of Study for Languages Other Than English: Foreign Languages for successful foreign language instruction. An in-depth correlation is included in this guide. The following is a summary of how the adopted programs meet the ACTFL standards of foreign language instruction.

COMMUNICATION

A basic component of all language acquisition is communication, whether it is person to person, via writing, or reading printed material. The adopted programs offer an abundance of communicative opportunities within the chapters of the textbook. Reading, writing, and speaking activities, along with related strategies to guide the student toward effective proficiency, communication activities are integrated into the chapters and serve as a vital part of the overall program. Ancillary materials, especially the audio/video programs, the computer technology packet and the overhead transparencies enhance students’ communicative skills and are invaluable assets in the classroom.

CULTURE

Intrinsic to foreign language acquisition is an awareness of the cultural perspectives of the Spanish-speaking world. In order to facilitate this awareness, the Prentice adopted programs provide specific strategies and activities within each chapter of the teacher’s editions. The ancillary materials also offer a wide variety of cultural activities for the student and teacher. Suggested activities are provided throughout the teacher edition of the textbook.

CONNECTIONS

Connections between disciplines are important to foreign language acquisition. To help teachers fulfill interdisciplinary requirements, the adopted programs include strategies and activities connecting Spanish

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to the other disciplines throughout the teacher’s editions. Making connections whenever possible is encouraged and allows the students to see the necessity and application of foreign language learning.

COMPARISONS

To gain deeper insight into the language, it is important that students be able to compare and contrast their own native language and culture with that of the Spanish language and culture. Suggestions for activities that encourage this type of involvement are integrated throughout the textbook in all levels of the programs. Suggestions for activities fulfilling this ACTFL standard may be found in the teacher’s editions. Ultimately, the textbooks are devoted to the relationships between cultures, making this standard the easiest of all to teach in the classroom.

COMMUNITY

To enhance students’ oral proficiency, it is important to offer the opportunity to use the Spanish language both inside and outside the classroom. To promote this sense of community, each program provides numerous paired and group activities. These are found in the textbooks and in the ancillary materials. Teachers and students alike are encouraged to use Spanish whenever possible and to include the community in their activities.

COURSE DESCRIPTIONS

The Mobile County Public School System offers Spanish language-learning opportunities in elementary, middle and high school. Students in elementary school and Grade 6 are offered exploratory courses; students in Grade 7 may elect to take an introductory Spanish class. In Grade 8, students may study the Advanced (Honors) Spanish 1 high school curriculum, earning 1 Carnegie units to count toward high school graduation requirements. Upon successful completion of Honors Spanish 1 in grade 8, the student will enroll in Honors Spanish 1I in high school the following year.

All Mobile County high schools offer the core courses, Spanish 1 and II. Some schools offer other levels such as Honors (Pre-Advanced Placement) (Levels I, II and III), Advanced Placement (Level IV), and International Baccalaureate Spanish (Honors Spanish V and VI). Curriculum content in Spanish 1-IV is prescribed by the Alabama Course of Study for Languages Other Than English: Foreign Languages. The Advanced Placement curriculum is prescribed by the College Board Organization. The International Baccalaureate Organization approves each individual school’s IB curriculum.

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STANDARDS AND OBJECTIVESCURRICULUM ALIGNMENT

Kindergarten – Grade 5

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Spanish Kindergarten- Grade 2 Standards and Objectives

COMMUNICATION

1.0 Use descriptive words in Spanish to express opinions about a variety of materials, including stories, foods, or videos.

1.1 Express opinions about stories and videosExample: (No) me gustó. Fantástico. Buenísimo

2.0 Respond appropriately to simple classroom directions given in Spanish.Example: Silencio, repitan, traduzcan, levanten la mano

3.0 Use learned Spanish language vocabulary to express simple commands.3.3 Give oral commands to other students and teacher

Example: Levántate, siéntate

4.0 Identify rhythm or speech patterns in culturally authentic materials.4.1 Repeat/Identify vowel/consonant sounds4.2 Repeat/ Identify syllable sounds4.3 Repeat/recite simple rhymes4.4 Sing/perform basic songs

5.0 Recite a variety of high frequency learned words, phrases, sentences in Spanish, imitating correct and appropriate intonation and pronunciation.

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.2. Identify nouns5.3 Use descriptive words to describe nouns5.5 Use high frequency word/phrase5.6 Recognize/count numbers

CULTURES

6.0 Describe cultural behaviors in a variety of social situations.Example: Greetings, gestures

7.0 Identify various elements of a Spanish culture.7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking Country

CONNECTIONS

8.0 Relate concepts learned in other disciplines to concepts learned in Spanish.8.1 Describe daily weather conditions.

COMPARISONS

9.0 Identify similarities or differences between a Spanish culture and their own.9.1 Compare flags of Spanish-speaking Countries to the flag of the United States9.2 Identify colors, shapes, and patterns in Spanish9.3 Compare holiday observances between Spanish-speaking Countries

Example: La Nochebuena, La Navidad, Día de los Muertos, Cinco de Mayo

COMMUNITIES

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10.0 Recite learned nursery rhymes from Spanish culture for a school or community audience.Example: PTA meetings, other classes and/or schools, festivals, school programs

10.1 Perform traditional poems, rhymes from a Spanish-speaking Country

Spanish Grades 3-5 Standards and Objectives

COMMUNICATION

1.0 Create simple sentences to communicate in Spanish about familiar topics.1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes,

agreement, disagreement, requests, descriptions, sequenced information, and sequence of time, high-frequency words, and cultural references where appropriate to interaction in a variety of situations

1.2 Recognize Spanish vocabulary words in oral and written form1.3 Identify Spanish language descriptive words in oral and written form1.4 Identify Spanish language verbs in oral and written form1.5 Carry out basic instructions1.6 Respond/ask basic questions

2.0 Use appropriate gestures, etiquette, oral expressions for greeting, farewells, and common classroom interactions.2.1 Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy

Example: Student-student dialogs, student-teacher dialogs2.2 Express emotions

3.0 Identify similar Spanish language words from diverse children’s multimedia sources. Examples: Rosetta Stone, www.studyspanish.com, DVD’s (Sesame Street), Jump-Start, Spanish 1A, www.youtube.com, www.discoveryeducation.com

4.0 Retell stories in Spanish using learned vocabulary, pronunciation, and intonation. 4.1 Identifying main ideas, characters, and settings in stories

Example: Chico Chile Dice – cultural stories, fiction and non-fiction Spanish literature.4.2 Reciting poems, songs, short anecdotes, and folk tales.

CULTURES

5.0 Identify common practices and perspectives of contemporary life of a Spanish culture.5.1 Identify the unity of extended family5.2 Describe celebration practices.

Example: Quinceañeras, weddings, Colombian silletas, Mexican piñatas, Carnival, family parties, Guatemala–Easter Carpets, New Year’s traditions, Independence Day celebrations, Día de los Muertos

5.3 Identify city/Country life in Spanish speaking Countries.5.4 Use action words

6.0 Identify tangible products from a Spanish culture.6.1 Identify housing/household items in a Spanish-speaking Country6.3 Identify differences in music/dress/dance based on regional, cultural, and socioeconomics6.4 Familiarize students with the crafts/arts form Spanish-speaking Countries Example: Incan jewelry, Huichol art, Guatemalan weaving, Molas

6.8 Identify differences in various foods/products/businesses in Spanish-speaking Countries6.8.1 Tropical Fruits. – mangos, papayas, guavas, and tamarindo6.8.2 Vegetables/Fruits – maiz, sugar cane, coffee

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http://www.discoveryeducation.com/

http://www.youtube.com/

http://www.studyspanish.com/

6.10 Familiarize students with geographical sites and Spanish speaking Country’s geography

Example: Spanish-speaking Countries, Galapagos Island, Easter Island, Mayan/Aztec pyramids - Tikal, Tulum, Chichen- Itza, and Tenochtitlan

7.0 Identify children’s songs and selections from Spanish culture literature, including traditional dance songs, poetry, rhymes.7.1 Perform traditional poems, rhymes, songs from a Spanish–speaking Country

Example: La Bamba, El Jarabe Tapatio – Dance Songs. Las Mañanitas, Cielito Lindo, Guantanamera, La Cucaracha – Songs. Orgullosa Mexico-Poems

CONNECTIONS

8.0 Categorize Spanish language and culture information by relating it to a corresponding school subject area.8.1 Identify planets in Spanish and relate to the Spanish days of the week vocabulary8.2 Discuss famous explorers from Spanish speaking Countries8.3 Identify mathematical concepts

8.3.1 Identify numbers in written and numerical form8.3.1 Identify calculations using addition8.3.1 Identify calculations using subtraction8.3.1 Identify forms and shapes

8.4 Familiarize students with the Caribbean Sea and the Gulf of Mexico. Example: Beaches, tropical fish, and corals

COMPARISONS

9.0 Identify words common to both Spanish and English, Including cognates, and borrowed words.

9.1 Distinguish similarities in oral and written formExample: chocolate, hotel, pública, and educación

10.0 Compare authentic materials to the Spanish culture to their own.10.1 Compare and contrast clothing

Example: ponchos and serapes, guayabera shirts and Hawaiian shirts, molcajete and mortar and pestle

COMMUNITIES

11.0 Name professionals that benefit from proficiency in Spanish. 11.1 Identify professionals in the community that use Spanish in their professions

Example: attorneys, construction workers, physicians, and translators

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Spanish Kindergarten Curriculum Alignment

Unit 1 Week 1-2Objectives Grammar Culture Standards- Salutations, farewells, expression of courtesy, feelings, emotions

-Use of the verb estar -Describe cultural behaviors in a variety of social situations.

5.1

Unit 2 Weeks 3-5Objectives Grammar Culture Standards- Salutations, farewells, expression of courtesy, feelings, emotions.-Repeat/Identify vowel/consonant sounds.-Recognize/Count Numbers. -Respond appropriately to simple classroom directions given in the Spanish language. -Carry out basic instructions.

- follow basic commands- recognize numbers- repeat vowels

-Describe cultural gestures, expressions.

5.1,4.1,5.6,2.0,1.5

Unit 3 Weeks 6 -9Objectives Grammar Culture Standards-Sing/Perform basic songs-Identify nouns (Days of the Week)-Use descriptive words- Discuss music and clothing of a Spanish-speaking Country

-Use of descriptive words.-Use of commands.-Use of verb ser.

-Traditional dress-Introduce a Spanish speaking Country.

4.4, 5.2, 5.3, 7.1

Unit 4 Weeks 10-17Objectives Grammar Culture Standards- Respond appropriately to simple classroom directions given in the

Spanish language.

-Identify days and months

-Introduce a Spanish speaking Country.

2.0, 5.2

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-Identify nouns (Days and Months)

Unit 5 Weeks18-26Objectives Grammar Culture Standards-Repeat/Identify vowel/consonant sounds- Repeat/Recite simple rhymes- Sing/Perform basic songs-Identify nouns (Numbers, Days, Months)

-Use of verb ser -Introduce a Spanish speaking Country.

4.1, 4.3, 4.4, 5.2

Unit 6 Weeks 27-36Objectives Grammar Culture Standards-Use high frequency word/phrase.-Recognize/Count Numbers -Use descriptive words (Colors)

-use of adjectives Introduce a Spanish speaking Country.

5.5,5.6,5.3

-Identify Nouns (Animals)-Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking Country-Perform traditional poems, rhymes from a Spanish- speaking Country

-use of Ser Introduce a Spanish speaking Country.

5.2,7.1,10.1

Spanish Grade 1 Curriculum Alignment

Unit 1 Week 1-4Objectives Grammar Culture Standards- Salutations, farewells, expression of courtesy, feelings, emotions.

- Identify nouns (Days and Months) Describe cultural


5.1,5.2, 6.0,2.0

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behaviors in a variety of social situations. (Greetings)-Respond appropriately to simple classroom directions given in the target language.

Unit 2 Weeks 5-9Objectives Grammar Culture Standards- Salutations, farewells, expression of courtesy, feelings, emotions.- Identify nouns (Family)-Use descriptive words to describe nouns. (Add two adjectives)-Describe cultural behaviors in a variety of social situations. (Family)- Respondappropriately to simple classroom directions given in the target language.



5.1,5.2,5.3,6.0.2.0

Unit 3 Weeks 10-12Objectives Grammar Culture Standards- Repeat/Identify vowel/consonant sounds.Repeat/Recite simple rhymes.- Express opinions about stories and videos.-Identify nouns.(Animals)- Use descriptive words to describe nouns. (Grande v. pequeño)



4.1,4.3,1.1,5.2,5.3

Unit 4 Weeks 13-17Objectives Grammar Culture Standards-Discuss clothing and food of a Spanish-speaking Country.-Identify location of a



7.1,8.2,9.1,

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Spanish-speaking Country.- Compare flag of a Spanish-speaking Country to the United States flag.

Unit 5 Weeks18-22Objectives Grammar Culture Standards-Repeat/identify vowel/consonant sounds.- Repeat/recite simple rhymes.- Express opinions about stories and videos.- Identify nouns. (Parts of the Body)-Use descriptive words to describe nouns.


4.1, 4.3,1.1,5.2,5.3

Unit 6 Weeks 23-27Objectives Grammar Culture Standards-Use high frequency word/phrase.-Identify nouns. (Clothing)-Use descriptive words to describe nouns. (Colors)


5.5,5.2,5.3

Unit 7 Weeks 28 - 32Objectives Grammar Culture Standards- Repeat/Identify vowel/consonant sounds/Alphabet-Repeat/Recite simple rhymes- Express opinions about stories and videos.- Identify nouns (Foods)- Use descriptive words to describe nouns. (Delicioso)


Introduce a Spanish speaking Country.

4.1,4.3,1.1,5.2,5.3

Unit 8 Weeks 33 - 36Objectives Grammar Culture Standards- Discuss foods of a Spanish-speaking Country

-use of ser Introduce Spanish Foods and Customs

7.1

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- Perform traditional poems, rhymes from a Spanish- speaking Country.-Compare holiday observances between Spanish-speaking Countries.

-use of Ser and adjectives


10.1,9.1


Unit 1 Week 1-4Objectives Grammar Culture Standards- Salutations, farewells, expression of courtesy, feelings, emotions.-Identify nouns. (Classroom Objects)-Use descriptive words to describe nouns.-Describe cultural behaviors in a variety of social situations- Respond appropriately to simple classroom directions given in the target language.


5.1,5.2,5.3,6.0,2.0,

Unit 2 Weeks 5-9Objectives Grammar Culture Standards-Salutations, farewells, expression of courtesy, feelings, emotions.-Identify nouns (Weather)- Use descriptive words to describe nouns- Describe cultural behaviors in a variety of social situations.- Respondappropriately to simple classroom directions given in the target



5.1,5.2,5.3,6.0,2.0

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language.

Unit 3 Weeks 10-12Objectives Grammar Culture Standards-Repeat/Identify syllable sounds.-Repeat/Recite simple rhymes.-Express opinions about stories and videos.- Identify nouns. (Clothing and Seasons)- Use descriptive words to describe nouns.



4.2,4.3,5.2,5.3

Unit 4 Weeks 13-17Objectives Grammar Culture Standards-Discuss clothing of a Spanish-speaking Country.- Identify location of a Spanish-speaking Country.-Compare a flag of Spanish-speaking Countries to the United States flag.



7.1,8.2,9.1

Unit 5 Weeks18-20Objectives Grammar Culture Standards-Repeat/Identify syllable sounds.- Repeat/Recite simple rhymes.-Identify nouns (Family)-Use descriptive words to describe nouns. (Add two adjectives)


4.2, 4.3,5.2,5.3

Unit 6 Weeks 21-27Objectives Grammar Culture Standards-Use high frequency word/phrase.- Identify nouns.(Family)-Use descriptive words to describe nouns.


5.5,5.2,5.3

Unit 7 Weeks 28-30

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Objectives Grammar Culture Standards- Repeat/Identify syllable sounds-Repeat/Recite simple rhymes.-Identify nouns. (Parts of the Body)-Use descriptive words to describe nouns.



4.2,4.3,1.1,5.2,5.3

Unit 8 Weeks 31-35Objectives Grammar Culture Standards-Repeat/Identify syllable sounds.-Repeat/Recite simple rhymes.- Identify nouns (Fruits and Vegetables)-Use descriptive words to describe nouns



4.2,4.3,5.2,5.3

Unit 9 Weeks 36Objectives Grammar Culture Standards-Discuss food, clothing, art, and Landmarks of a Spanish-speaking Country.-Perform traditional poems, rhymes from a Spanish-speaking Country.- Compare holiday observances between Spanish-speaking Countries.

-introduce the verb Ser


7.1,10.1,9.3


Week 1Objectives Grammar Culture Standards-Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy-Formal

-Use of the verb Estar -Describe cultural behaviors in a variety of social situations.

2.1

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greetings.

Week 2Objectives Grammar Culture Standards-Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy-Formal Greetings.



2.1

Week 3Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral and written form – Nouns: Classroom Objects- Respond/ask basic questions - Describe celebration practices



1.2,1.6,5.2

Week 4Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries.

-Identify days and months.


5.3

Weeks 5-6Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form (Professions)- Identify professionals in the community that use Spanish in their profession

-Use of verb Ser -Introduce a Spanish speaking Country.

1.2,11.1

Weeks 7-9Objectives Grammar Culture Standards- Identify Spanish language verbs in oral and written form – Introduce the verb Ser with professions and personal descriptive adjectives.


1.4

Weeks 10-12

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Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form. (Family)- Identify Spanish language descriptive words in oral and written form.-Identify the unity of extended family - Describe family with the use Ser and Tener.

-Proper spelling of family members in Spanish.-use of verbs Ser and Tener

Introduce a Spanish speaking country.

1.2,1.3,5.1

Weeks 13-17Objectives Grammar Culture Standards- Identify Spanish language verbs in oral and written form -Introduce the verb Tener with Age.-Recognize Spanish vocabulary words in oral and in written from.-Identify numbers in written and numerical form- Numbers 1-70-Demonstrate correct usage of salutations, farewells, gestures, and expression of courtesy.

-Use of the verb Tener


1.4, 1.2, 8.3.1, 2.1

Weeks 18-22Objectives Grammar Culture Standards-Identify mathematical concepts.-Identify numbers in written and numerical form-Identify forms and shapes.-Identify Spanish language descriptive words in oral and written form

-use of mas o menos-use of verbs ser and Tener


8.3,8.3.1,8.3.1,1.3

21

Week 23Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries.- Identify Spanish language verbs in oral and written form

-uses of Ser Introduce a Spanish speaking Country.

5.3, 1.4

Week 24-26Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral and in written form (Animals)- Identify Spanish language descriptive words in oral and written form. (Use Tener and Ser to describe animals)

-uses of Tener and Ser


1.2, 1.3

Weeks 27-30Objectives Grammar Culture Standards-Identify numbers in written and numerical form.- Recognize Spanish vocabulary words in oral and in written form.

-uses of Tener and Ser


8.3.1,1.2

Week 31Objectives Grammar Culture Standards- Identify numbers: Bingo 1-75-Familiarize students with a craft/art from Spanish-speaking countries

-recognize numbers in spoken and written form.


8.3.1,6.4

Weeks 32-35Objectives Grammar Culture Standards- Identify mathematical concepts (por X)- Identify numbers in written and numerical form.

-use of por in multiplication


8.3.1.,8.3.1


-use of Ser

-use of the verbs


5.3,8.5

22

- Describe daily weather conditions (Weather temperature with Hacer or Estar)

Hacer and Estar Introduce a Spanish speaking Country.

Grade 4 Curriculum Alignment

Week 1Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral and in written form.-Respond/Ask basic questions.-Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy.

-Use of the verb Estar

-Describe cultural behaviors in a variety of social situations.

1.2,1.6,2.1

Week 2Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form.- Respond/ask basic questions-Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy.

- Follow basic commands- Recognize numbers- Repeat vowels


1.2,1.6,2.1

Week 3Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and written form - foods and the verb Gustar.- Identify Spanish language descriptive words in oral and written form

-Use of descriptive words.-Use of commands.-Use of verb Gustar.


1.2,1.3

Week 4Objectives Grammar Culture Standards-Recognize Spanish words in oral and written form.- Identify Spanish language descriptive words in oral and written form.-Identify differences in various foods/products/



1.2,1.3,6.8

23

businesses in Spanish-speaking countries

Week 5Objectives Grammar Culture Standards- Recognize Spanish words in oral and written form -house and rooms of a house.- Identify housing in a Spanish speaking country.


1.2,6.1

Week 6Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and written form - house and rooms of a house.- Identify housing in a Spanish speaking country.- Identify Spanish language descriptive words in oral and written form in order to describe house and rooms.


1.2,6.1,1.3

Week 7Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form - appliances and furniture.- Identify Spanish language descriptive words in oral and written form to describe appliances and furniture (colors).


1.2,1.3

Week 8Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral and in written form -appliances and furniture- Identify Spanish language descriptive words in oral and written form in order to describe appliances and furniture (colors).


1.2,1.3

Week 9Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral


1.2,1.3

24

and in written form - appliances and furniture.-Use descriptive words in oral and written form to describe appliances and furniture (colors).

Week 10Objectives Grammar Culture Standards-Identify numbers in written and numerical form.-Identify calculations using addition.

- use mas o menos-use verbs Ser and Tener


8.3.1, 8.3.1

Week 11Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries by using Power Points

-uses of Ser and Estar


5.3

Week 12Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form - places and buildings.- Identify Spanish language descriptive words in oral and written form.

uses of Ser and Estar


1.2,1.3

Week 13Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form - places and buildings.- Identify Spanish language descriptive words in oral and written form.- Compare architecture of American vs. a Spanish- speaking homes.

-Verb conjugations Introduce a Spanish speaking Country.

1.2,1.3,10.0

Week 14Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form - places and buildings.- Identify Spanish language descriptive words in oral and written form-colors

Verb conjugations Introduce a Spanish speaking Country.

1.2,1.3,1.7

25

- Use descriptive words in oral and written form. Describe buildings and places with grande/pequeño/bonito/feo

Week 15Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral and in written form - appliances and furniture.- Identify Spanish language descriptive words in oral and written form.-Use descriptive words in oral and written form to describe appliances and furniture with grande/pequeño.

-descriptive wordsfácil and difícil, grande/pequeño


1.2,1.3,1.7

Week 16Objectives Grammar Culture Standards-Perform traditional poems, rhymes, songs, from a Spanish speaking country -Describe celebration practices

-uses of descriptive words


7.1,5.2

Week 17Objectives Grammar Culture StandardsUse Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high- frequency words, cultural references where appropriate to interaction in a variety of situations -house/school/questionWords

-use of Gustar Introduce a Spanish speaking Country.

1.1

Week 18Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries (Power Point)

Use of Ser and Estar


5.3

Week 19-24

26

Objectives Grammar Culture Standards- Identify mathematical concepts (por and dividido por)-Identify numbers in written and numerical form: Numbers (1-100)

-use of por and dividido por


8.3,8.3.3.1

Week 25-26Objectives Grammar Culture Standards-Describe celebration practices. - Perform traditional poems, rhymes, songs, from a Spanish speaking country


5.2,7.1

Week 27-32Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form- Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations-Identify differences in various foods…in Spanish speaking countries.

-use of Gustar-use of adjectives


1.2,1.1,6.8


-use of Ser and Estar


5.3

Week 34-35Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form using Ser and Estar-Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests,

-use Ser and Estar-use of Gustar


1.2,1.1

27

descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations (Ser vs. Estar)

Week 36Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries (Power Point)

-use Ser and Estar Introduce a Spanish speaking Country.

5.3


Unit 1 Week 1-3Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form (nouns)-Respond/Ask basic questions- Demonstrate correct usage of greetings, farewells, gestures, expression of courtesy

-Use of the verb Estar

-Describe cultural behaviors in a variety of social situations.

1.2,1.6,2.1

Unit 2 Weeks 4-8Objectives Grammar Culture Standards-Recognize Spanish vocabulary words in oral and in written form (Nouns)- Identify verbs in oral and written form - AR verbs.- Respond/Ask basic questions.

- AR verbs -Describe cultural gestures, expressions.

1.2,1.4,1.6

Unit 3 Week 9Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries



5.3

Unit 4 Weeks 10-13Objectives Grammar Culture Standards- Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced

-Telling time -Introduce a Spanish speaking Country.

1.1

28

information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations-Telling Time

Unit 5 Weeks14-17Objectives Grammar Culture Standards-Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations-How to speak at a meal/Dialogues


1.1

Unit 6 Weeks 18-21Objectives Grammar Culture Standards-Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations-Clothing/Weather/Seasons

-use Llevar, Hacer Introduce a Spanish speaking Country.

1.1

Unit 7 Week 22Objectives Grammar Culture Standards-Identify differences in dress based on regional, cultural, socioeconomics


6.3

Unit 8 Weeks 23-26Objectives Grammar Culture Standards- Use Spanish in oral and written form in the present time frame, including

-use of Gustar-ER verbs


1.1.,1.3,5.1

29

likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations -Identify Spanish language descriptive words in oral and written form-Family- Identify the unity of extended family structure

Unit 9 Weeks 27-28Objectives Grammar Culture Standards- Identify differences in music/dress/dance based on regional, cultural, socioeconomics.- Perform traditional poems, rhymes, songs, from a Spanish speaking country.

-ER verbs Introduce music/dress/dance based on region and cultural

6.3,7.1

Unit 9 Weeks 29-32Objectives Grammar Culture Standards- Identify mathematical concepts; - Identify numbers in written and numerical form.

-ER verbs Introduce a Spanish speaking Country.

8.3,8.3.1

Unit 9 Week 33Objectives Grammar Culture Standards- Identify city/Country life in Spanish speaking Countries.

-IR verbs Introduce a Spanish speaking Country.

5.3

Unit 9 Weeks 34-35Objectives Grammar Culture Standards- Identify Spanish language descriptive words in oral and written form-Vacations.


1.3

Unit 9 Weeks 36Objectives Grammar Culture Standards- Recognize Spanish vocabulary words in oral and in written form- Identify differences in


1.2,6.8.2

30

various foods /products / businesses in Spanish speaking countriesBusinesses – Markets, Open-air Restaurants, Cafes.

31

KINDERGARTEN AND ELEMENTARYPACING GUIDES AT A GLANCE

MOBILE COUNTY PUBLIC SCHOOLSDIVISION OF CURRICULUM & INSTRUCTION

SPANISH PACING GUIDE AT A GLANCE Kindergarten 2013-2014

Subject: Spanish

COS # WEEK Standards/ObjectivesDates:

Taught Tested

5.0

6.0

1.0

Week 1Aug 19-

23

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.3 Use descriptive words

6.0 Describe cultural behaviors in a variety of social situations.1.0 Respond appropriately to simple classroom

directions given in Spanish.

32


Taught Tested

5.0

6.0

2.0

Week 2 Aug 26-

30

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.3 Use descriptive words

6.0 Describe cultural behaviors in a variety of social situations.2.0 Respond appropriately to simple classroom directions given in the Spanish language.

Review and Assess

4.05.0

Week 3Sept 2-6(4 days)

Labor Day

Sept. 2nd

4.4 Sing/Perform basic songs5.2 Identify nouns5.3 Use descriptive words

2.0 Week 4 Sept 9-13

2.0 Respond appropriately to simple classroom directions given in the Spanish language

4.0 Week 5 Sept 16-

20

4.1 Repeat/Identify vowel/consonant sounds4.3 Repeat/Recite simple rhymes4.4 Sing/Perform basic songs

5.0 Week 6 Sept 23-

27

1.1 Express opinions about stories and videos5.2 Identify nouns5.3 Use descriptive words

Review and Assessment

5.0 Week 7 Sept 30-

Oct 4

5.5 Use high frequency word/phrase.5.6 Recognize/Count Numbers 5.3 Use descriptive words to describe nouns

33


Taught Tested

7.0 Week 8Oct 7-11

7.1 Discuss history, music, food, clothing, and landmarks of a Spanish-speaking country

4.0

1.05.0

Week 9 Oct 14 -

18

Review for EQT-End of 1st Quarter Test will be given here

4.1 Repeat/Identify vowel/consonant sounds4.3 Repeat/Recite simple rhymes4.4 Sing/Perform basic songs1.1 Express opinions about stories and videos5.2 Identify nouns5.3 Use descriptive words


3.0

5.0

Week 10Oct 22-25(4 days)

Professional

Develop.21st

3.3 Give oral commands to other students and teacher5.2 Identify nouns

5.3 Use descriptive words.5.5 Use high frequency word/phrase.

5.0 Week 11 Oct 28-Nov 1

9.3 Compare holiday observances between Spanish- speaking countries.(ex. Dia de los muertos) Nov. 2nd

4.0

1.05.0

Week 12Nov 4-Nov 8

4.1 Repeat/Identify vowel/consonant sounds4.3 Repeat/Recite simple rhymes.4.4 Sing/Perform basic songs

1.1 Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words

4.07.0

9.0

Week 13 Nov 11-Nov 15

(4 days)

Vets DayNov 11th

4.4 Sing/Perform basic songs 7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country

9.3 Compare holiday observances between Spanish-speaking countries


34


SPANISH PACING GUIDE AT A GLANCE First Grade 2013-2014

Subject: Spanish


Taught Tested

5.0

6.0

2.0

Week 1Aug 19-

23

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.2. Identify nouns

5.3 Use descriptive words to describe nouns6.0 Describe cultural behaviors in a variety of social situations.2.0 Respond appropriately to simple classroom directions given in the target language.

5.0

6.0

Week 2 Aug 26-

30

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.2. Identify nouns

5.3 Use descriptive words to describe nouns6.0 Describe cultural behaviors in a variety of social situations.

2.0 Week 3Sept 2-6(4 days)

Labor Day

Sept. 2nd

2.0 Respond appropriately to simple classroom directions given in the target language.


4.0

1.0

5.0

Week 4 Sept 9-13

4.1 Repeat/identify vowel/consonant sounds4.3 Repeat/recite simple rhymes1.1 Express opinions about stories and videos

5.2. Identify nouns5.3 Use descriptive words to describe nouns

35


Taught Tested

7.0

8.0

9.0

Week 5 Sept 16-

20

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country8.2 Identify continents and location of Spanish- speaking countries9.1 Compare flags of Spanish-speaking countries to the United States flag


4.0

1.0

5.0

Week 6 Sept 23-

27



5.0 Week 7 Sept 30-

Oct 4

5.5 Use high frequency word/phrase5.2. Identify nouns5.3 Use descriptive words to describe nouns


4.0

1.0

5.0

Week 8Oct 7-11



7.0

Week 9 Oct 14 -

18

Review for EQT-End of 1st Quarter Test will be given here7.1 Discuss history, music, food, clothing, and landmarks of a Spanish-speaking country


4.0

1.0

5.0


Professional

Develop.21st



36


Taught Tested

7.0

8.0

9.0

Week 11 Oct 28-Nov 1

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country8.2 Identify continents and location of Spanish- speaking countries9.3 Compare holiday observances between Spanish-speaking countries (Dia de los muertos)


4.0

1.0

5.0

Week 12Nov 4-Nov 8

4.1 Repeat/Identify vowel/consonant sounds4.3 Repeat/Recite simple rhymes.1.1 Express opinions about stories and videos

5.2 Identify nouns.5.3 Use descriptive words to describe nouns

5.0 Week 13 Nov 11-Nov 15

(4 days)

Vets DayNov 11th



7.0

9.0

Week 14Nov 18-

22Nov 25-

29Thanksgi

vingNov 27-

29

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country9.3 Compare holiday observances between Spanish-speaking countries (Thanksgiving Day)

4.0

5.0

Week 15Dec 2-6




37


Taught Tested

4.0

1.0

5.0

Week 16 Dec 9-13

4.1 Repeat/identify vowel/consonant sounds4.3 Repeat/recite simple rhymes.1.1 Express opinions about stories and videos


9.0

Week 17Dec 16-20

Christmas HolidayDec 23-Jan 2

Review for EQT-End of 2nd Quarter Test will be given here

9.3 Compare holiday observances between Spanish-speaking countries(Three King’s Day)


4.0

1.0

5.0

Week 18Jan 6-10(4 days)

Professional

Develop.Jan 6th



7.0

4.0

9.0

Week 19Jan 13-17

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country4.4 Sing/perform basic songs.

9.3 Compare holiday observances between


4.0

1.0

5.0


MLK DayJan 20th



38


Taught Tested

7.0

4.0

9.0

Week 21Jan 27-31

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country4.4 Sing/perform basic songs.

9.3 Compare holiday observances between Spanish-speaking countries


4.0

1.0

5.0

Week 22 Feb 3-7



9.0 Week 23 Feb 10-

14

Valentines

Day – 14th

9.3 Compare holiday observances between Spanish-speaking countries – Dia de San Valentin/Dia del Amor y la Amistad


4.04.01.0

5.0

Week 24 Feb 17-

21



5.0 Week 25 Feb 24-

28

5.5 Use high frequency word/phrase.5.2. Identify nouns5.3 Use descriptive words to describe nouns

39


Taught Tested

9.0

Week 26Mar 3 - 7(2 days)Mardi Gras

3rd & 4th Pte’s Day

5th Mar 10-

14EQT’s

Review for EQT-End of 3rd Quarter Test will be given here

9.3 Compare holiday observances between Spanish-speaking countries – Mardi Gras


4.0

1.0

5.0

Week 27Mar 17-

21

4.1 Repeat/Identify vowel/consonant sounds4.3 Repeat/Recite simple rhymes1.1 Express opinions about stories and videos


5.0 Week 28Mar 24-

28

5.5 Use high frequency word/phrase.5.2. Identify nouns5.3 Use descriptive words to describe nouns


8.0

9.0

Week 29Mar 31- Apr 4

8.2 Identify continents and location of Spanish-speaking countries

9.1 Compare flags of Spanish-speaking countries to the United States flag

7.0 Week 30Apr 7-11

Apr 14-18Spring Break

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country


40


Taught Tested

4.0

1.0

5.0

Week 31 Apr

21 – 25



5.0 Week 32Apr 28- May 2

5.5 Use high frequency word/phrase.5.2. Identify nouns.5.3 Use descriptive words to describe nouns.

9.0 Week 33 May 5 -9

9.3 Compare holiday observances between Spanish-speaking countries – Dia de las Madres


4.0

1.0

5.0

Week 34May 12 -

16



5.0 Week 35May 19 -

23


Week 36May 26 -

30

Memorial Day26th

(4 days)

June 2-3

Last Day June 3rd

Review for EQT-End of 4th Quarter Test will be given here

Review / Recycle all phonemic sounds.Review and Final Assessment

41


SPANISH PACING GUIDE AT A GLANCE Second Grade 2013-2014

Subject: Spanish


Taught Tested

5.0

6.0

2.0

Week 1Aug 19-23

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.2. Identify nouns5.3 Use descriptive words to describe nouns

6.0 Describe cultural behaviors in a variety of social situations2.0 Respond appropriately to simple classroom directions given in the Spanish language

5.0

6.0

2.0

Week 2 Aug 26-30

5.1 Salutations, farewells, expression of courtesy, feelings, emotions5.2. Identify nouns5.3 Use descriptive words to describe nouns

6.0 Describe cultural behaviors in a variety of social situations2.0 Respond appropriately to simple classroom directions given in the Spanish language


4.0

5.0


Labor DaySept. 2nd

4.2 Repeat/Identify syllable sounds4.3 Repeat/Recite simple rhymes

Express opinions about stories and videos5.2. Identify nouns

5.3 Use descriptive words to describe nouns

42


Taught Tested

7.0

8.0

9.0

Week 4 Sept 9-13

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish- speaking country8.2 Identify continents and location of Spanish-speaking countries



4.0

5.0

Week 5 Sept 16-20

4.2 Repeat/Identify syllable sounds4.3 Repeat/Recite simple rhymes

Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words to describe nouns.

5.0Week 6

Sept 23-275.5 Use high frequency word/phrase5.2. Identify nouns.5.3 Use descriptive words to describe nouns


4.0

5.0

Week 7 Sept 30-

Oct 4

4.2 Repeat/Identify syllable sounds4.3 Repeat/Recite simple rhymes Express opinions about stories and videos5.2. Identify nouns


5.0Week 8Oct 7-11

5.5 Use high frequency word/phrase5.2. Identify nouns.5.3 Use descriptive words to describe nouns

7.0 Week 9 Oct 14 - 18


7.1 Discuss history, music, food, clothing, and landmarks of a Spanish-speaking country


43


Taught Tested

4.0

1.0

5.0


Professional Develop.

21st

4.1 Repeat/identify vowel/consonant sounds4.3 Repeat/recite simple rhymes

1.1 Express opinions about stories and videos


7.0

10.0

9.0


7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country10.1 Perform traditional poems, rhymes from a Spanish-speaking country

9.3 Compare holiday observances between Spanish-speaking countries Example: La Nochebuena, La Navidad, Día de los Muertos, Cinco de Mayo


4.0

1.05.0

Week 12Nov 4-Nov 8

4.1 Repeat/identify vowel/consonant sounds4.3 Repeat/recite simple rhymes1.1 Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words to describe nouns

7.0

10.0

4.3

Week 13 Nov 11-Nov 15

(4 days)

Vets DayNov 11th

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country10.1 Perform traditional poems, rhymes from a Spanish-speaking country

4.3 Repeat/recite simple rhymes

9.0 Week 14Nov 18-22Nov 25-29Thanks-giving

Nov 27-29

9.3 Compare holiday observances between Spanish-speaking countries Example: La Nochebuena, La Navidad, Día de los Muertos, Cinco de Mayo


44


Taught Tested

4.0

1.0

5.0

Week 15 Dec 2-6



5.0 Week 16 Dec 9-13


7.0

9.0

Week 17 Dec 16-20



7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country9.3 Compare holiday observances between Spanish-speaking countries


4.0

1.05.0


Professional Develop.Jan 6th

4.1 Repeat/identify vowel/consonant sounds4.3 Repeat/recite simple rhymes.1.1 Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words to describe nouns

5.0Week 19Jan 13-17



45


Taught Tested

7.0

8.0

9.0


MLK DayJan 20th

7.1 Discuss history, music, food, clothing, art, and landmarks of a Spanish-speaking country

8.2 Identify continents and location of Spanish- speaking countries

9.1 Compare flags of Spanish-speaking countries to the United States flag.

4.0

1.05.0

Week 21Jan 27-31


5.0 Week 22 Feb 3-7



9.0 Week 23 Feb 10-14

ValentinesDay – 14th

9.3 Compare holiday observances between Spanish-speaking countries – Dia de San Valentin/Dia del Amor y la Amistad

4.0

1.05.0

Week 24 Feb 17-21


5.0 Week 25 Feb 24-28


46


Taught Tested

9.0

Week 26Mar 3 - 7(2 days)

Mardi Gras3rd & 4th

Pte’s Day5th

Mar 10-14EQT’s


9.3 Compare holiday observances between Spanish-speaking countries – Mardi Gras

4.0

1.05.0

Week 27Mar 17-21

4.1 Repeat/Identify vowel/consonant sounds4.3 Repeat/Recite simple rhymes1.1 Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words to describe nouns

5.0Week 28

Mar 24-28

5.5 Use high frequency word/phrase.5.2. Identify nouns5.3 Use descriptive words to describe

nouns


4.0

1.05.0


4.1 Repeat/identify vowel/consonant sounds4.3 Repeat/recite simple rhymes1.1 Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words to describe nouns

8.0

9.0

Week 30Apr 7-11

Apr 14-18Spring Break

8.2 Identify continents and location of Spanish- speaking countries



47


Taught Tested

4.0

5.0

Week 31 Apr

21 – 25

4.2 Repeat/Identify syllable sounds4.3 Repeat/Recite simple rhymes4.0 Express opinions about stories and videos5.2. Identify nouns



Taught Tested

8.09.0

Week 32Apr 28- May 2

8.2 Identify continents and location of Spanish-speaking countries9.1 Compare flags of Spanish-speaking countries to the United States flag


9.0 Week 33 May 5 -9

9.3 Compare holiday observances between Spanish-speaking countries – Dia de las madres

4.0

5.0

Week 34May 12 -16

4.2 Repeat/Identify syllable sounds4.3 Repeat/Recite simple rhymes4.0 Express opinions about stories and videos5.2. Identify nouns5.3 Use descriptive words to describe nouns

5.0 Week 35May 19 -23



48


Taught Tested

Week 36May 26 -30

Memorial Day26th

(4 days)

June 2-3

Last Day June 3rd


Review / Recycle all phonemic soundsReview and Assessment


SPANISH PACING GUIDE AT A GLANCE Fourth Grade 2013-2014

Subject: Spanish


Taught Tested

1.0

2.0

Week 1Aug 19-

23

1.2 Recognize Spanish vocabulary words in oral and in written form.1.6 Respond/Ask basic questions.

2.1 Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy.

1.0

2.0

Week 2 Aug 26-

30

1.2 Recognize Spanish vocabulary words in oral and in written form.1.6 Respond/ask basic questions.

2.1 (Continue) Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy.


49


Taught Tested


Labor Day

Sept. 2nd

Review/Recycle Performance Standards from Learning System A, Lessons 1-27.


5.3 Identify city/Country life in Spanish-speaking countries (Mexico).


1.0

6.0

Week 5 Sept 16-

20

1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations.6.1 Identify housing in a Spanish speaking country

1.0 Week 6 Sept 23-

27

1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations.


1.0

6.0

Week 7 Sept 30-

Oct 4

1.2 Recognize Spanish vocabulary words in oral and in written form.1.3 Identify Spanish language descriptive words in oral and written form.6.3 Identify differences in music/ dress/ dance based on regional, cultural, socioeconomics.

50


Taught Tested

6.0

7.0

Week 8Oct 7-11

6.3 Identify differences in music/ dress/ dance based on regional, cultural, socioeconomics - Review folk dancing and costumes.

7.1 Perform traditional poems, rhymes, songs from a Spanish-speaking country.


Week 9 Oct 14 -

18


8.0 Week 10Oct 22-

25(4 days)

Professional

Development21st

8.3.1 Identify numbers in written and numerical form.8.3.1 Identify calculations using addition.


1.0

5.0


1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations.5.2 Describe celebrations practices– Dia de los Muertos.

5.0 Week 12Nov 4-Nov 8



51


Taught Tested


(4 days)

Veterans Day

Nov 11th

1.2 Recognize Spanish vocabulary words in oral and in written form.1.3 Identify Spanish language descriptive words in oral and written form.

1.0 Week 14Nov 18-

22Nov 25-

29Thanksgi

vingNov 27-

29


1.0 Week 15 Dec 2-6


7.0

5.0

4.0

Week 16 Dec 9-13

7.1 Perform traditional poem, rhyme, songs, from a Spanish-speaking country. 5.2 Describe celebration practices.

4.1 Identifying main ideas, characters, and settings in stories.


52


Taught Tested

Week 17 Dec 16-20

Christmas

HolidaysDec 23-Jan 2


8.0 Week 18Jan 6-10(4 days)

Professional

Develop.Jan 6th

8.3.1 Identify numbers in written and numerical form.8.3.1 Identify calculations using subtraction.


1.0 Week 19Jan 13-17


5.07.0


MLK DayJan 20th

5.2 Describe celebration practices. 7.1 Perform traditional poem, rhyme, songs, from a Spanish speaking country.


1.0

6.0

Week 21Jan 27-31

1.2 Recognize Spanish vocabulary words in oral and in written form.1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations. 6.8 Identify differences in various foods/products/ businesses in Spanish-speaking countries.

53


Taught Tested

5.0 Week 22 Feb 3-7



1.0

5.0

Week 23 Feb 10-

14

Valentines

Day – 14th

1.2 Recognize Spanish vocabulary words in oral and in written form.1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations.5.2 Describe celebration practices – Dia de San Valentin/Dia del Amor y la Amistad.

1.0 Week 24 Feb 17-

21



1.0 Week 25 Feb 24-

28

1.2 Recognize Spanish vocabulary words in oral and in written form.1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations.

Review/Recycle Performance Standards form Learning System B, Lesson 1-13

54


Taught Tested



5th Mar 10-

14EQT’s


Review and Teacher made End of the Quarter Test

1.0 Week 27Mar 17-

21



8.0 Week 28Mar 24-

28

8.3.1 Identify numbers in written and numerical form.


Taught Tested

6.0 Week 29

Mar 31- Apr 4

6.4 Familiarize students with the crafts/arts from Spanish-speaking countries.


55

1.0 Week 30Apr 7-11

Apr 14-18

Spring Break


5.0 Week 31 Apr

21 – 25

5.3 Identify city/Country life in Spanish- speaking countries (Mexico).

1.0 Week 32

Apr 28- May 2



1.0

5.0

Week 33

May 5 -9

1.2 Recognize Spanish vocabulary words in oral and in written form.5.2 Describe celebration practices – Dia de las Madres (May 11th).

5.0

1.0

Week 34

May 12 -16

5.3 Identify city/Country life in Spanish speaking countries (Mexico).1.2 Recognize Spanish vocabulary words in oral and in written form.1.3 Identify Spanish language descriptive words in oral and written form.


Taught Tested

56

Week 35

May 19 -23

Review/Recycle Performance Standards from learning System B Lessons 16-21.

Week 36

May 26 -30

Memorial Day26th

(4 days)

June 2-3

Last Day June 3rd




SPANISH PACING GUIDE AT A GLANCE Fifth Grade 2013-2014

Subject: Spanish

57


Taught Tested

2.0 Week 1Aug 19-

23


2.0 Week 2 Aug 26-

30



1.05.0


Labor Day

Sept. 2nd

1.6 Respond/ask basic questions.5.2 Describe celebration practices.


5.3 Identify city/Country life in Spanish speaking countries (Central American or Mexico).


1.0

11.0

Week 5 Sept 16-

20

1.2 Recognize Spanish vocabulary words in oral and in written form.11.1 Identify professionals in the community that use Spanish in their profession.

58


Taught Tested

1.0 Week 6 Sept 23-

27

1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high- frequency words, cultural references where appropriate to interaction in a variety of situations.


1.0

2.0

5.0

Week 7 Sept 30-

Oct 4

1.2 Recognize Spanish vocabulary words in oral and in written form.2.1 Demonstrate correct usage of salutations, farewells, gestures, expression of courtesy.5.4 Use action words (ar verbs)

1.0 Week 8Oct 7-11



Week 9 Oct 14 -

18


6.0

7.0


Professional

Develop.21st

6.3 Identify differences in music/dress/dance based on regional, cultural, socioeconomics. 7.1 Perform traditional poems, rhymes, songs from a Spanish-speaking country.


59


Taught Tested

1.05.0


1.2 Recognize Spanish vocabulary words in oral and in written form.5.2 Describe celebrations practices – Dia de los Muertos and other holidays.

8.0

1.0

Week 12Nov 4-Nov 8

8.3 Identify mathematical concepts; 8.3.1 Identify numbers in written and numerical form.8.3.1 Identify forms and shapes.

1.3 Identify Spanish language descriptive words in oral and written form.


(4 days)

Vets DayNov 11th

5.3 Identify city/Country life in Spanish speaking Countries (Central American or Mexico).


1.0 Week 14Nov 18-

22Nov 25-

29Thanksgi

vingNov 27-

29



1.0 Week 15 Dec 2-6


7.0

5.0

Week 16 Dec 9-13

7.1 Perform traditional poem, rhyme, songs, from a Spanish-speaking country.5.2 Describe celebration practices.


60


Taught Tested

1.0

Week 17 Dec 16-20




5.0 Week 18Jan 6-10(4 days)

Professional

Develop-ment

Jan 6th

5.3 Identify city/Country life in Spanish speaking countries.


8.01.0

Week 19Jan 13-17

8.3.1 Identify numbers in written and numerical form.1.2 Recognize Spanish vocabulary words in oral and in written form.

7.0

5.0


MLK DayJan 20th

7.1 Perform traditional poem, rhyme, songs, from a Spanish speaking country.5.2 Describe celebration practices.


1.0 Week 21Jan 27-31


5.0 Week 22 Feb 3-7

5.3 Identify city/Country life in Spanish speaking countries.


61


Taught Tested

1.0

5.0

Week 23 Feb 10-

14

Valentines

Day – 14th

1.2 Recognize Spanish vocabulary words in oral and in written form.1.3 Identify Spanish language descriptive words in oral and written form.1.6 Respond/Ask basic questions.5.2 Describe celebration practices – Día de San Valentin /Día del Amor y la Amistad.

1.0 Week 24 Feb 17-

21



Week 25 Feb 24-

28

Review/Recycle Performance Standards from Learning System A, Lessons 1-11



5th Mar 10-

14EQT’s



1.0

8.0

Week 27Mar 17-

21

1.2 Recognize Spanish vocabulary words in oral and in written form.8.3 Identify mathematical concepts; 8.3.1 Identify numbers in written and numerical form.

62


Taught Tested


Taught Tested

1.0 Week 28Mar 24-

28



1.0


1.2 Recognize Spanish vocabulary words in oral and

in written form.

6.0 Week 30Apr 7-11

Apr 14-18

Spring Break

6.4 Familiarize students with a craft/art from Spanish-speaking countries.


1.0 Week 31 Apr

21 – 25

1.2 Recognize Spanish vocabulary words in oral and in written form.1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high- frequency words, cultural references where appropriate to interaction in a variety of situations.

5.0

2.0

Week 32Apr 28- May 2

5.3 Identify city/Country life in Spanish speaking countries (Central America or Mexico).5.2 Describe celebration practices.– Día de las Madres and other holidays (May 11th ).2.2 Express emotions.


63

8.0 Week 33 May 5 -9

8.3. Identify mathematical concepts; 8.3.1 Identify numbers in written and numerical form.

1.0 Week 34May 12 -

16

1.1 Use Spanish in oral and written form in the present time frame, including likes, dislikes, agreement, disagreement, requests, descriptions, sequenced information, sequence of time, high-frequency words, cultural references where appropriate to interaction in a variety of situations (Central America).

Review/Recycle Performance Standards from learning System A Lessons 14-20.


1.0

5.0

Week 35May 19 -

23

1.2 Recognize Spanish vocabulary words in oral and in written form.5.3 Identify city/country life in Spanish-speaking countries.

Week 36May 26 -

30

Memorial Day26th

(4 days)

June 2-3

Last Day June 3rd



64

Grades 6-8 STANDARDS AND OBJECTIVES

65

COMMUNICATION

1.0 Use formal and informal expressions to communicate in Spanish.1.1.Give oral and written instructions in Spanish

1.1.1.Say hello and goodbye1.1.2.Ask people their names and introduce each other1.1.3.Name different objects and people in the classroom1.1.4.Use numbers to do everyday things1.1.5.Name classroom objects and school supplies1.1.6.Ask what people have1.1.7.Identify colors and shapes1.1.8.Identify different animals1.1.9.Identify days of the week1.1.10. Discuss going places1.1.11. Discuss where one goes on different days of the week1.1.12. Discuss one’s classes1.1.13. Discuss other places in the school1.1.14. Discuss what one is going to do1.1.15. Identify the seasons1.1.16. Discuss weather1.1.17. Identify months of the year1.1.18. Discuss who is doing something1.1.19. Tell age and ask about the age of others1.1.20. Ask and tell time1.1.21. Discuss things one does in school and make schedules1.1.22. Discuss family members

1.2 Express opinions and feelings in Spanish1.2.2 Discuss how one feels1.2.2 Ask others about their feelings

1.3 Describe personality traits and physical characteristics in Spanish1.3.1. Describe favorite animals1.3.2. Discuss what one likes and doesn’t like to do in different months1.3.3. Discuss classes one likes and doesn’t like

66

1.3.4. Describe people1.3.5. Utilize idiomatic expressions of Spanish

2.0 Interpret Spanish language gestures, intonation, and visual clues.

3.0 Identify the main idea of nonfiction texts, including Spanish language newspaper and magazine advertisements.

4.0 Create presentations in Spanish.

CULTURES

5.0 Explain cultural practices of a Spanish language.5.1 Discuss dates

6.0 Identify trends found in various aspects of a Spanish language culture.

7.0 Identify major historic, scientific, and artistic targets culture contributions or events.

CONNECTIONS

8.0 Relate vocabulary of Spanish to vocabulary of other subject areas.8.1 Discover animals from the Caribbean and South America

COMPARISONS

9.0 Use spoken and written language to reflect knowledge of grammatical differences between English and Spanish.9.1 Differentiate between tú and usted

10.0 Identify critical sound distinctions of Spanish and of English that must be mastered to communicate meaning.

11.0 Compare verbal and nonverbal behavior of the Spanish culture to the culture of the United States.11.1 Use compound names in Spanish11.2 Identify characteristics of schools and classrooms in Spanish-speaking Countries11.3 Compare flags of different Countries11.4 Discuss school activities among cultures

COMMUNITIES

12.0 Create presentations about the Spanish culture for various audiences.


¡Bienvenidos!Objectives Grammar Culture Standards

Learn how to say hello and goodbye

Ask people their names

Use the singular forms of llamarse

Use first and second person

Influence of Spanish-speaking cultures on U.S. culture

1.1, 1.2, 2.0, 8.0, 11.0

67

and introduce yourself

Talk about how you feel

Name different objects and people in your classroom

singular forms of estar

Use the first and third person singular form of ser

Ask questions with cómo, qué, cuál, cuánto, and quién

Say and write addition problems, such as Cuatro más seis es diez.

Unidad 1Objectives Grammar Culture Standards

Name classroom objects and school supplies

Talk about people or things

Ask about what people have

Learn about schools and classrooms in Spanish-speaking Countries

Compare flags of different Countries

Use hay when naming and counting

Use tienes to ask what friends have

Practice adding –s and –es plural endings to

nouns Learn los and

las and associate them with plural noun endings

Practice ¿Quiénes son?, ¿Qué son?, and ¿Cuántos/Cuántas hay? and appropriate responses

Similarities and differences between school life in the United States and in Spanish-speaking Countries.

1.0, 8.0, 11.0


Learn the names of colors and shapes

Identify different animals

Ask questions with ¿De qué color es…?, ¿Cómo es…?, and ¿Cómo son…?

Use singular

Understand animals around the world, especially Latin America

1.0, 1.3, 8.0, 11.0

68

Describe your favorite animals

Find out about some animals from the Caribbean and South America

and plural endings on adjectives

Use masculine and feminine endings on adjectives

Use indefinite articles when talking in generalities

Use definite articles when talking about specific things or people


Learn the days of the week

Talk about going places

Talk about where you go on different days of the week

Use the contraction al

Use the singular present-tense forms of ir

Use singular and plural definite articles with days of the week

Use the interrogative ¿Cuándo?

Focus on family and school activities and differences in the English and Spanish calendars

1.0, 11.0


Talk about classes

Talk about other places in school

Talk about what you’re going to do

Talk about school activities

Ask questions using ¿Adónde vas? and ¿Qué vas a hacer?

Respond to questions using Voy a…

Use ir +a+ infinitive to talk about future activities

Talk about actions using singular subjects and regular –ar verbs

Focus on school activities of children in Spanish-speaking Countries, as well as on the arts and sports

1.0, 11.0


Learn about Ask questions Understand 1.0, 1.2, 1.3, 1.4, 9.0,

69

the seasons Talk about

different kinds of weather

Talk about what you like and don’t like

Use descriptive words to name the things you like

using ¿Qué estación…?, ¿Hace fresco/frío/calor?, and ¿Qué tiempo hace?

Use the pronouns me, te, and le in sentences with the verb gustar

Use the verb gustar with singular subjects

Place descriptive words correctly within sentences

Abbreviate sentences by replacing the noun with the definite article el or la plus a descriptive word

Use the personal a before people’s names in sentences with gustar

how Spanish-speaking Countries cope with and describe weather conditions.

11.0


Learn the months of the year

Talk about the things you like and don’t like to do in different months

Talk about who’s doing something

Talk about dates (like your birthday!)

Use singular pronouns to clarify of emphasize the subject of an action

Write questions, using pronouns for clarity and emphasis

Write complete sentences

Use también and tampoco in the correct situations

Explore holidays in Spanish-speaking Countries

1.0, 1.2, 5.0, 11.0

Unidad 7

70

Objectives Grammar Culture Standards Talk about

how you are feeling and ask others about their feelings

Tell you age and ask about the age of others

Learn when to use tú and when to use usted

Form questions and affirmative and negative statements using tener expressions

Use tener to express having feelings and possessions

Understand the difference between tú and usted and use correct pronoun-verb agreement

Holiday traditions, especially birthday celebrations, in Spanish-speaking Countries

1.0, 1.2, 1.4, 9.0, 11.0


Ask and tell what time it is

Use singular and plural forms of ser to tell time on, after, and before the hour

Focus on the concepts Spanish speakers use to describe and measure time

1.0, 9.0, 11.0


Talk about classes you like and don’t like

Talk about likes and dislikes

Talk about things you do in school and make schedules

Ask questions with ¿Por qué? and ¿Por qué no?

Use gustar in the singular and plural

Discuss school life in Spanish-speaking Countries

1.0, 1.2, 11.0


Talk about family members

Describe people

Ask and answer questions

Understand the meaning of diminutives

Use the possessive adjectives mi, tu, su, and

Understand family relationships in Spanish-speaking Countries

1.0, 1.3, 9.0,11.0

71

their plural forms

Use words such as alto, bajo, and simpático to describe people

Spanish 7 Middle School (Regular) Curriculum Alignment

Para Empezar (pages 2-25)Objectives Grammar Culture Standards

Greet people at different times of the day

Introduce yourself to others

Respond to classroom directions.

Begin using numbers

Tell time Identify parts

of the body Discuss things

in the classroom

Ask questions about new words and phrases

Use the Spanish alphabet to spell words

Discuss the calendar

Describe weather conditions

Identify the seasons

Compare weather in the Northern and Southern Hemispheres

Nouns Singular definite

articles Cuántos, -as Hay

Greetings and leave-takings

First names in the Spanish-speaking world

Mayan glyphs The Aztecs Mexican

holidays Los

Sanfermines Reversed

seasons in Northern and Southern Hemispheres

Learn about the Aztec calendar

Recognize the Spanish-speaking Countries

1.1.1 1.1.2 1.1.3,1.2.11.2.23.2.33.3.45.5.16.6.17.1.17.2.18.8.1

Capítulo 1A (pages 26-49)Objectives Grammar Culture Standards

Discuss Infinitives Pablo 1.1.4

72

activities you like and don’t like to do

Ask others what they like to do

Understand cultural perspectives on favorite activities

Negatives Expressing

agreement or disagreements

Pronunciation of the vowels, a,e, and i.

Picasso Outdoor

cafés La Plaza

Mayor in Madrid

Jaime Antonio González Colson

The music and dances of different Spanish-speaking Countries

The güiro and rhythm instruments

1.2.32.1.13.2.13.2.37.1.3

Capítulo 1B (pages 50 -73)Objectives Grammar Culture Standards

Discuss personality traits

Ask and tell what people are like

Use adjectives to describe people

Understand cultural perspectives on friendship

Adjectives Definite and

indefinite articles Word order:

Placement of adjectives

Pronunciation of the vowels o and u

Frida Kahlo Simón Bolívar huipil What makes

a good friend Facts about

the Caribbean

1.1.51.2.42.1.23.3.53.3.66.6.27.1.2


Discuss school schedules and subjects

Discuss what students do during the day

Ask and tell who is doing an action

Compare your school with that of a student in a Spanish-speaking Country

Subject pronouns

Present tense of –ar verbs

Pronunciation of the letter c

Fernando Botero

Courses students take in Spanish-speaking Countries

Romans in Spain

Latin influence on Spanish

el recreo The Maya The 24-hour

clock Facts about

Costa Rica Soccer fan

1.1.61.1.72.2.110.10.1

73

chants Capítulo 2B (pages 100-123)Objectives Grammar Culture Standards

Describe a classroom

Indicate where things are located

Discuss more than one object or person

Understand cultural perspectives on school

The verb estar The plurals of

nouns and articles

Pronunciation of the letter g

Sor Juan Inés de la Cruz

School uniforms

Currency exchange rates

P.E. class in Spanish-speaking Countries

Cultural perspectives on school

Facts about Central America

1.1.21.1.81.1.96.6.311.0

Capítulo 3A (page 124-147)Objectives Grammar Culture Standards

Discuss foods and beverages for breakfast and lunch

Discuss likes and dislikes

Express how often something is often

Understand cultural perspectives on meals

Present tense of –er and –ir verbs

me gusta(n), me encanta(n)

Pronunciation of the letters h and j

Bartolomé Murillo

Typical breakfast in Spanish-speaking

Fruits and vegetables from the Americas

Fruits imported from Chile

Popular snacks in Spanish-speaking Countries

1.1.101.1.112.2.16.6.410.10.2

Capítulo 3B (pages 148-171)Objectives Grammar Culture Standards

Discuss foods and beverages for dinner

Describe what people or things are like

Discuss food, health, and exercise choices

Understand cultural perspectives

The plurals of adjectives

The verb ser Pronunciation of

the letters l and ll

Diego Rivera’s mural of el tianguis

el mate La Tomatina Los

mercados Soccer and

the World Cup

Herbal remedies

1.1.123.3.67.1.37.7.29.9.19.9.210.10.3

74

on diet and health

Cultural perspectives regarding health care

Spanish 7 Middle School (Advanced) Curriculum Alignment





Begin using numbers



in the classroom












holidays Los





1.1.1 1.1.2 1.1.3,1.2.11.2.23.2.33.3.45.5.16.6.17.1.17.2.18.8.1


Discuss activities you like and don’t

Infinitives Negatives Expressing

Pablo Picasso Outdoor cafés La Plaza Mayor

1.1.41.2.32.1.1

75

like to do Ask others

what they like to do




in Madrid Jaime Antonio

González Colson



3.2.13.2.37.1.3










Frida Kahlo Simón Bolívar huipil What makes a

good friend Facts about the

Caribbean

1.1.51.2.42.1.23.3.53.3.66.6.27.1.2






Subject pronouns



Fernando Botero


Romans in Spain



clock Facts about


chants

1.1.61.1.72.2.110.10.1



Indicate where things are


nouns and articles


School uniforms Currency

1.1.21.1.81.1.96.6.3

76

located Discuss more

than one object or person



exchange rates P.E. class in

Spanish-speaking Countries



11.0









Bartolomé Murillo





1.1.101.1.112.2.16.6.410.10.2





Understand cultural perspectives on diet and health





el mate La Tomatina Los mercados Soccer and the

World Cup Herbal

remedies Cultural

perspectives regarding health care

1.1.123.3.67.1.37.7.29.9.19.9.210.10.3


Discuss locations in your community

Discuss leisure activities

Discuss where you go and

The verb –ir Asking questions Stress and

accents

Francisco de Goya

la plaza Popularity of

sports clubs and gyms

Tradition of going to the movies

1.1.132.1.33.3.77.1.310.10.411.0

77

with whom Learn how to

ask questions Understand

cultural perspectives on leisure activities

Old San Juan Andean music Chants and

songs Demonstrate an

understanding of rhymes, songs, and games from Spanish-speaking cultures

Recognize reasons to visit, major points of interest and famous landmarks in a Spanish-speaking Country


Discuss activities outside of school

Extend, accept, and decline invitations

Discuss when an event happens

Understand cultural perspectives on after-school activities

ir + a + infinitive The verb jugar Pronunciation of

the letter d

Paralympics Fiestas Rebecca Lobo Leisure

activities Cultural

differences regarding extracurricular activities.

1.1.141.1.155.5.29.9.110.10.5


Describe families

Discuss celebrations and parties

Ask and tell ages

Express possession

Understand cultural perspectives on family and celebrations

The verb tener Possessive

adjectives Pronunciation of

the letters p, t, and q

Family celebrations

Carmen Lomas Garza

Spanish Royal Artists:

Francisco de Goya, Diego Rivera

quinceañera traditions

Last names in the Spanish-speaking world

1.1.161.1.172.2.23.2.33.3.63.3.86.6.59.9.29.9.310.10.610.10.7

78

El papel picado Discuss some

ways that Spanish-speaking families celebrate special occasions

Grade 8 Spanish 1 (Regular) Curriculum Alignment- 1 Credit

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level I include Para Empezar and chapters 1A through 7B. However, there are some present tense constructions that need to be covered in subsequent chapters. In chapters 8A and B, teachers are encouraged to teach the personal a, and the present tense of decir. In chapters 9A and B, the grammar that needs to be addressed is acabar de + infinitive, gustar and similar verbs, the present tense of pedir and servir, saber and conocer. These constructions will prepare the students for Level II. If time allows teachers may teach direct and indirect object pronouns. The preterite is fully addressed in the level II text and it is highly suggested that it be taught in this level. Although teacher input is crucial in any pacing criteria, the Mobile County pacing guide should be followed as closely as possible to ensure continuity between levels. Grade 8 Spanish 1 (Regular) is a 1 credit high school course. Upon completion of Spanish 1 (Regular), a student should enroll in Spanish 2 (Regular) and complete the Alabama High School Diploma with Advanced Academic Endorsement requirements.





Begin using numbers



in the classroom



Discuss the






holidays Los





Research basic facts and cultural elements about a specific

1.1.1 1.1.21.1.31.2.11.2.23.2.33.3.45.5.16.6.17.1.17.2.18.8.1

79

calendar Describe

weather conditions



Spanish-speaking Country


Discuss activities you like and don’t like to do








González Colson



1.1.41.2.32.1.13.2.13.2.37.1.3












Caribbean

1.1.51.2.42.1.23.3.53.3.66.6.27.1.2





Subject pronouns



Fernando Botero


Romans in Spain

1.1.61.1.72.2.110.10.1

80




clock Facts about


chants Research facts

about an educational system in a Spanish-speaking Country







nouns and articles








1.1.21.1.81.1.96.6.311.0









Bartolomé Murillo





Research facts about traditional foods & beverages in a Spanish-

1.1.101.1.112.2.16.6.410.10.2

81

speaking Country











World Cup Herbal

remedies Cultural


Traditional foods and beverages

1.1.123.3.67.1.37.7.29.9.19.9.210.10.3




Discuss where you go and with whom

Learn how to ask questions

Understand cultural perspectives on leisure activities


accents

Francisco de Goya







1.1.132.1.33.3.710.10.411.0




Discuss when


the letter d


activities Cultural

differences regarding extracurricular

1.1.141.1.155.5.210.10.5

82

an event happens


activities.


Describe families


Ask and tell ages

Express possession





Family celebrations

Carmen Lomas Garza







1.1.161.1.171.2.52.2.23.2.33.3.63.3.86.6.59.9.29.9.310.10.6


Discuss family celebrations

Describe family members and friends

Ask politely to have something brought to you

Order a meal in a restaurant

Understand cultural perspectives on family celebrations

The verb venir The verbs ser

and estar Pronunciation of

the letters b and v

Extended families

Getting a server’s attention

arroz con leche menú del día fandango Santa Fe Cultural

perspectives on mealtimes and family celebrations

1.1.173.2.25.5.39.9.310.10.7


Discuss your bedroom

Making comparisons

Salvador Dalí Latin Grammy

1.1.181.1.19

83

Describe bedroom items and electronic equipment

Make comparisons

Understand cultural perspectives on homes

The superlative Stem-changing

verbs: poder and dormir

The letters r and rr

awards Electronic

equipment in Catalan households

Flags of the Spanish-speaking world

The Mexican flag

La siesta

3.3.96.6.6


Identify rooms in a house

Name household chores

Discuss where you live

Understand cultural perspectives on different types of housing

Affirmative tú commands

The present progressive tense

Pronunciation of the letter n and ñ

La arpillera el patio Percentages of

people living in houses and apartments in Caracas, Venezuela

The story of Cinderella

Cultural perspectives on architectural features

Demonstrate perspectives regarding housing

1.1.201.1.213.3.1010.10.8


Discuss clothes, shopping, and prices

Describe your plans

Discuss what you want and what you prefer

Point out specific items

Understand cultural perspectives on shopping

Stem-changing verbs: pensar, querer, preferir

Demonstrative adjectives

Pronunciation of the letter z

Joan Miró Fernando

Botero Currencies of

the Spanish-speaking world

Nonverbal language

Carolina Herrera

Traditional clothing of Panama

Carnaval Make a mola Demonstrate an

understanding of cultural perspectives through Country portfolio presentations

1.1.222.2.23.3.13.3.116.6.77.1.310.10.9

84

Capítulo 7B (pages 344-371)Objectives Grammar Culture Standards Discuss buying gifts Tell what happened in the past Use direct object pronouns Understanding cultural perspectives on gift-giving

The preterite of –ar verbs The preterite verbs ending in –car and –gar Direct object pronouns Nouns that end in -ería

Explain contrast of specialty shops and malls Discuss the Zapotec Guelaguetza festival Explain using tutear to invite formal address Discuss ñandutí weavings of Paraguay Discuss el Museo del Oro Discuss las artesanías of Spanish-speaking Countries Discuss that the Euro is the currency of Spain Discuss Madrid’s flea market, El Rastro

1.1.231.1.246.6.710.10.10

Additional GrammarSuggested grammar for continuity between levels 1 and 2.

The personal A The present tense of decir Acabar de + infinitive Gustar and similar verbs The present tense of pedir and servir Saber and conocer Direct Object Pronouns (if time allows) Indirect Object Pronouns (if time allows)

Grade 8 Spanish 1 Advanced/ Honors Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level I include Para Empezar and chapters 1A through 7B. However, there are some present tense constructions that need to be covered in subsequent chapters. In chapters 8A and B, teachers are encouraged to teach the personal a, and the present tense of decir. In chapters 9A and B, the grammar that needs to be addressed is acabar de + infinitive, gustar and similar verbs, the present tense of pedir and servir, saber and conocer. These constructions will prepare the students for Level II. If time allows teachers may teach direct and indirect object pronouns. The preterite is fully addressed in the level II text and it is highly suggested that it be taught in this level. Although teacher input is crucial in any pacing criteria, the Mobile County pacing guide should be followed as closely as possible to ensure continuity between levels. Grade 8 Spanish 1 Advanced/ Honors is a 1 credit course which is weighted. Upon completion of Grade 8 Spanish 1 Advanced/Honors, a student should enroll in Spanish 2 Honors/ Pre-AP to complete the Alabama High School Diploma with Advanced Academic Endorsement requirements.

Para Empezar (pages 2-25)

85

Objectives Grammar Culture Standards Greet people

at different times of the day



Begin using numbers



in the classroom












holidays Los





Research basic facts and cultural elements about a specific Spanish-speaking Country

1.1.1 1.1.21.1.31.2.11.2.23.2.33.3.45.5.16.6.17.1.17.2.18.8.1


Discuss activities you like and don’t like to do








González Colson


The güiro and rhythm

1.1.41.2.32.1.13.2.13.2.37.1.3

86

instrumentsCapítulo 1B (pages 50 -73)Objectives Grammar Culture Standards











Caribbean

1.1.51.2.42.1.23.3.53.3.66.6.27.1.2






Subject pronouns



Fernando Botero


Romans in Spain



clock Facts about


chants Research facts

about an educational system in a Spanish-speaking Country

1.1.61.1.72.2.110.10.1






nouns and articles






1.1.21.1.81.1.96.6.311.0

87












Bartolomé Murillo





Research facts about traditional foods & beverages in a Spanish-speaking Country

1.1.101.1.112.2.16.6.410.10.2











World Cup Herbal

remedies Cultural


Traditional foods and beverages

1.1.123.3.67.1.37.7.29.9.19.9.210.10.3



Discuss


accents

Francisco de Goya


sports clubs

1.1.132.1.33.3.710.10.411.0

88

leisure activities

Discuss where you go and with whom



and gyms Tradition of

going to the movies







Discuss when an event happens



the letter d


activities Cultural


1.1.141.1.155.5.210.10.5


Describe families


Ask and tell ages

Express possession





Family celebrations

Carmen Lomas Garza






ways that Spanish-speaking

1.1.161.1.171.2.52.2.23.2.33.3.63.3.86.6.59.9.29.9.310.10.6

89

families celebrate special occasions


Discuss family celebrations







the letters b and v

Extended families



perspectives on mealtimes and family celebrations

1.1.173.2.25.5.39.9.310.10.7


Discuss your bedroom


Make comparisons


Making comparisons





awards Electronic



The Mexican flag

La siesta

1.1.181.1.193.3.96.6.6




Discuss where you live









Demonstrate

1.1.201.1.213.3.1010.10.8

90

perspectives regarding housing


Discuss clothes, shopping, and prices

Describe your plans

Discuss what you want and what you prefer






Joan Miró Fernando



Nonverbal language

Carolina Herrera



understanding of cultural perspectives through Country portfolio presentations

1.1.222.2.23.3.13.3.116.6.77.1.310.10.9

Capítulo 7B (pages 344-371)Objectives Grammar Culture Standards Discuss buying gifts Tell what happened in the past Use direct object pronouns Understanding cultural perspectives on gift-giving

The preterite of –ar verbs The preterite verbs ending in –car and –gar Direct object pronouns Nouns that end in -ería

Explain contrast of specialty shops and malls Discuss the Zapotec Guelaguetza festival Explain using tutear to invite formal address Discuss ñandutí weavings of Paraguay Discuss el Museo del Oro Discuss las artesanías of Spanish-speaking Countries Discuss that the Euro is the currency of Spain Discuss Madrid’s flea market, El Rastro

1.1.231.1.246.6.710.10.10


The personal A The present tense of decir

91

Acabar de + infinitive Gustar and similar verbs The present tense of pedir and servir Saber and conocer Direct Object Pronouns (if time allows) Indirect Object Pronouns (if time allows)

92

GRADES 6-8 AT-A-GLANCE PACING GUIDES

MOBILE COUNTY PUBLIC SCHOOLSDIVISION OF CURRICULUM AND INSTRUCTION

MIDDLE SCHOOL PACING GUIDES AT A GLANCESpanish Grade 6 Exploratory (Reserved for Magnet Schools)

Duration: 1 Quarter

93


Taught Tested

1.0

2.0

10.0

11.0

Week 1 1.1 Say hello and goodbye1.1 Ask people their names and introduce self1.2 Discuss how you feel1.1 Name different objects and people in the classroom1.1 Use numbers to do everyday things1.4 Utilize idiomatic expressions of Spanish2.1 Interpret Spanish gestures, intonation, and visual clues to guess meaning10.1 Identify critical sound distinctions of the Spanish and of English that must be mastered to communicate meaning11.1 Use compound names in Spanish

1.0

7.0

11.0

Week 2 1.1 Name classroom objects and school supplies 1.1 Ask what people have 7.1 Identify major historic, scientific, and artistic Spanish culture contributions or events11.1 Identify characteristics of schools and classrooms in Spanish-speaking countries11.1 Compare flags of different countries

1.0

8.0

Week 3

1.1 Identify names of colors and shapes1.1 Identify different animals1.3 Describe favorite animals8.1 Discover some animals from the Caribbean and South America


1.0

3.0

Week 4 1.1 Identify the days of the week1.1 Discuss going places1.1 Discuss where you go on different days of the week3.1 Identify the main idea of nonfiction texts

1.0

11.0

Week 5 1.1 Discuss your classes1.1 Discuss other places in your school1.1 Discuss what you are going to do11.1Discuss school activities among cultures


Taught Tested

94

1.0

6.0

Week 6 1.1 Identify about the seasons1.1 Discuss different kinds of weather1.3 Discuss what you like and don’t like1.3 Use descriptive words to name things you like6.1 Identify trends found in various aspects of a Spanish language culture


1.0

5.0

Week 7 1.1 Identify the months of the year

1.3 Discuss things you like and don’t like to do in different months1.1 Discuss who’s doing something5.1 Discuss dates

1.0

9.0

Week 8 1.2 Discuss how you are feeling and ask others about their feelings1.1 Tell your age and ask about age of others 9.1 Differentiate between tú and usted

1.0

4.012.0

Week 9 1.1 Ask and tell time1.3 Discuss classes you like and don’t like1.1 Discuss things you do in school and make schedules1.1 Discuss family members1.3 Describe people4.1 Create a presentation in the Spanish culture12.1 Create presentations about the Spanish culture for various audiences

Week 10 Teacher may add a lesson about the rooms of a house or clothing for 3rd and 4th quarters.

Review and Teacher Made End of the Quarter Test

MOBILE COUNTY PUBLIC SCHOOLSDIVISION OF CURRICULUM AND INSTRUCTION

MIDDLE SCHOOL PACING GUIDES AT A GLANCE

95

Spanish 7 Middle School (Regular) Duration: 1 year


Taught

Tested

1.0

3.05.0

QTR 1

Weeks 1-4

Aug. 19-Sept. 13

1.1 Use numbers to tell time and dates1.2 Respond to classroom directions3.3 Introduce oneself to others5.1 Greet people at different times of day


1.0

6.07.0

8.0

Weeks 5-9

Sep. 16-Oct.18

1.1 Talk about things in the classroom1.1 Describe weather conditions1.1 Ask questions about new words and phrases6.1 Describe calendars of Spanish speaking cultures7.1 Compare weather in northern and southern hemispheres7.2 Talk about things related to the calendar8.1 Use the alphabet to spell words


1.0

2.03.07.0

QTR 2

Weeks 10-12

Oct.21-Nov.8

1.1 Express likes and dislikes1.1 Ask others about likes and dislikes2.1 Read about activities of others3.2 Give oral presentations about activities and preferences7.1 Identify cultural elements of Spanish countries

Review and Assessment.

1.0

2.03.06.0

Weeks 13-17

Nov.12-Dec 13

1.1Talk about what people are like1.1 Ask people to talk about themselves and others2.1 Read and understand passages about personalities3.3 Describe one’s own personality traits6.1 Identify cultural perspectives on friendships

Week 18

Dec. 16-Dec. 20


1.0

10.0

QTR 3

Weeks 19-21

1.1 Talk about school schedules and subjects1.2 Discuss what students do in a typical day

10.1 Compare school in the U.S. with school in a Spanish country

96

Jan. 6-Jan 24

1.0

6.011.0

Weeks 22-25

Jan. 27-Feb. 21

1.1 Describe a classroom1.2 Indicate where things are located6.1 Compare currencies of Spanish countries11.1 Identify situations where Spanish language skills may be applied beyond the classroom setting


1.0

2.06.0

10.0

Weeks 26-28

Feb. 24-Mar. 14

1.1 Talk about food and beverages for breakfast and lunch1.2 Express how often something is done2.2 Guess words and phrases based on context6.1 Identify typical breakfast and lunch foods of Spanish

countries10.1 Identify cultural perspectives on meals


1.03.07.09.0

10.0

Weeks 29-33

Mar. 17-Apr. 25

1.1 Talk about food and beverages for dinner3.3 Describe what people or things are like7.2 Discuss food, health, and exercise choices9.1 Compare holidays and celebrations of Spanish culture with

those of the U.S.10.1 Identify cultural perspectives on diet and health


1.0

3.010.011.0

Weeks 34-36

Apr.28-May 2

1.13 Discuss locations in the community1.3 Discuss places one goes and with whom3.7 Discuss leisure activities10.4 Identify cultural perspectives on leisure activities11.0 Identify situations where Spanish language is used in the community


4.0 Weeks 37-39

May 19-June 3

4.1 Read aloud passages, poems, or songs with appropriate pronunciation and intonation

Allow time for ASPIRE Test (During 4th Quarter)


MOBILE COUNTY PUBLIC SCHOOLSDIVISION OF CURRICULUM AND INSTRUCTIONMIDDLE SCHOOL PACING GUIDE AT A GLANCE

97

Spanish 7 (Advanced: Reserved for Magnet Schools)Duration: 1 Year

Spanish 7 Middle School Advanced is designed to prepare students for the Spanish Level 1 Advanced/Honors course in 8th grade. In this full-year course, students are introduced to the Spanish language and its culture. Students will develop listening, reading, speaking, pronunciation skills and cross-cultural understanding. Students will begin to write short paragraphs.

COS # WEEK Standards/Objectives Dates:

Taught Tested

1.0

2.0

3.05.06.01.0

2.07.08.0

Qtr. 1

Weeks 1-6

Aug. 19-Sept. 27

1.1 Use numbers to tell time and dates1.2 Discuss things in the classroom1.3 Describe weather conditions2.1 Respond to classroom directions2.2 Ask questions about new words and phrases2.3 Tell basic information about self and others3.4 Introduce oneself to others5.1 Greet people at different times of day6.1 Describe calendars of Spanish speaking cultures1.1 Compare weather in northern and southern

hemispheres2.1 Discuss things related to the calendar7.0 Spain Project/Poster8.1 Use the alphabet to spell words

Review and Assessment at Week 6 (Para empezar)

1.02.01.02.0

1.0

Weeks 7-9

Sept. 30-Oct. 18

1.4 Express likes and dislikes2.3 Ask others about likes and dislikes1.1 Read about activities of others2.1 Give oral presentations about activities and preferences2.3 Tell basic information about self and others1.3 Identify cultural elements of Spanish countriesProject #1: Yo paragraph

Review and End of the Quarter Test (1A)

1.0

2.03.0

6.0

Qtr. 2

Weeks 10-12

Oct. 21-Nov. 8

1.5 Discuss what people are like1.2 Read and understand passages about personalities1.2 Identify cultural perspectives on friendships2.4 Ask people to talk about themselves and others3.5 Describe one’s own personality traits3.6 Describe what people or things are like6.2 Identify cultural perspectives on friendships

Review and Assessment (1B)


Taught Tested

98

1.0

2.010.0

Weeks 13-15

Nov. 12-Nov. 26

1.6 Discuss school schedules and subjects1.7 Discuss what students do in a typical day2.1 Read about activities of others10.1 Compare school in the U.S. with school in a Spanish

country

Review and Assessment (2A)

1.0

6.011.0

Weeks 16-18

Dec. 2-Dec.20

1.2 Discuss things in the classroom1.8 Describe a classroom1.9 Indicate where things are located6.3 Compare currencies of Spanish countries11.01 Identify situations where Spanish language skills

may be applied beyond the classroom setting

Project #2: Classroom Objects Booklet

Review and End of the Quarter Test (2B

1.0

2.06.0

10.0

Qtr. 3

Weeks 19-20

Jan. 6-Jan17

1.10 Discuss food and beverages for breakfast and lunch1.11 Express how often something is done2.1 Guess words and phrases based on context6.4 Identify typical breakfast and lunch foods of Spanish



1.0

3.09.0

10.0

Weeks 21-23

Jan. 21-Feb. 7

1.12 Discuss food and beverages for dinner1.3 Identify cultural elements of Spanish countries3.6 Describe what people or things are like9.1 Identify holidays and events of Spanish countries9.2 Discuss celebrations and parties10.3 Identify cultural perspectives on diet and health

Project #3: Spanish Menu


1.0

3.010.011.0

Weeks 24-27

Feb. 10-March 7

1.13 Discuss locations in the community 1.3 Discuss places one goes and with whom 3.7 Discuss leisure activities 10.4 Identify cultural perspectives on leisure activities11.0 Identify situations where Spanish language is used in

the community



Taught Tested

99

7.0 Week 28

March 3-7

Geography Project/LabStudent will make Power Point Presentation on a Spanish-speaking country.


1.0

5.0

9.010.0

Qtr. 4

Weeks 29-32

Mar. 17-Apr. 11

1.14 Discuss activities outside of school1.15 Discuss when an event happens 5.2 Extend, accept and decline invitations in a culturally

appropriate manner9.1 Identify holidays and events of Spanish countries10.5 Identify cultural perspectives on after-school activities


1.0

2.0

3.0

6.09.0

10.0

Weeks 33-36

Apr. 21-May 16

1.16 Express possession1.17 Describe family members and friends2.5 Ask and tell ages2.3 Tell basic information about self and others3.6 Describe what people or things are like3.8 Describe families6.5 Identify family structure of Spanish cultures9.2 Discuss celebrations and parties9.3 Discuss family celebrations10.6 Identify cultural perspectives on families10.7 Identify cultural perspectives on family celebrationsProject # 4: Mi Familia

Allow time for ASPIRE Test (During 4th Quarter)


Weeks 37-39

May 19-June 3


MOBILE COUNTY PUBLIC SCHOOLSDIVISION OF CURRICULUM AND INSTRUCTIONMIDDLE SCHOOL PACING GUIDE AT A GLANCE

100

Grade 8 Spanish 1 Regular- 1 Credit Grade 8 Spanish 1 Advanced/Honors/Pre-AP– 1 Credit

(Note: Regular pacing guide plus bold items for honors classes only)

Spanish 1 Advanced/Honors/Pre-AP is a full-year weighted high school course. This course will prepare students to enter a Spanish 2 Honors/Pre-AP course in high school. Students are introduced to the Spanish language and its culture. Students will develop listening, reading, writing, speaking, pronunciation skills and cross-cultural understanding. A student should have strong language arts grades.


Taught Tested

1.0

3.05.0

Qtr. 1

Week 1

Aug. 19-23

Essential Question (EQ): Why study Spanish, and where is Spanish spoken? (Para empezar)

1.1 Use numbers to tell time and dates2.1 Respond to classroom directions2.3 Tell basic information about self and others3.4 Introduce oneself to others5.1 Greet people at different times of day

1.0

2.0

6.08.0

Week 2

Aug. 26-30

1.2 Discuss things in the classroom1.3 Describe weather conditions1.1 Compare weather in Northern and Southern hemispheres2.1 Discuss things related to the calendar2.2 Ask questions about new words and phrases6.1 Describe calendars of Spanish speaking cultures8.1 Use the alphabet to spell words

Review and Assessment (writing component: a forecast for today’s weather using date and day)

7.0

1.0

Week3

Sept. 2-6

7.1 Project: Country Portfolio to include citing sources and required components. Students will research basic facts and cultural elements (such as music, art and/or holidays) of their country.

1.3 Identify cultural elements of Spanish countries

1.0

2.0

Week 4

Sept. 9-13

EQ: Who am I and how do I describe myself to others? (1A)1.1 Read about activities of others1.3 Identify cultural elements of Spanish countries1.4 Express likes and dislikes2.1 Give oral presentations about activities and preferences (see

p. 61 in Pre-AP resource book)2.3 Ask others about likes and dislikes2.3 Tell basic information about self and others


1.0

2.03.0

Week 5

Sept. 16-20

1.2 Read and understand passages about personalities1.2 Identify cultural perspectives on friendships1.5 Discuss what people are like (1B)2.4 Ask people to talk about themselves and others3.5 Describe one’s own personality traits (write a Yo Soy Yo

poem)3.6 Describe what people or things are like

101

6.0 6.2 Identify cultural perspectives on friendships

Review and Assessment 1A & 1B (include reading comprehension from p. 4 in AP resource book)

1.0

2.010.0

Week 6

Sept. 23-27

EQ: How do our opportunities at school affect who we are? (2A)

1.6 Discuss school schedules and subjects1.7 Discuss what students do in a typical day2.1 Guess words and phrases based on context10.1 Compare school in the U.S. with school in a Spanish country

Students will add information about education to their country portfolio.

1.0

6.0

11.0

Weeks 7-8

Sept. 30-Oct 11

1.2 Discuss things in a classroom (2B)1.8 Describe a classroom1.9 Indicate where things are located6.3 Compare currencies of Spanish countries and add currency

and exchange rate to personal country portfolio11.0 Identify situations where Spanish language skills may be

applied beyond the classroom setting

Review and Assessment 2B (Include reading comprehension from p. 10 in AP resource book)

Week 9

Oct. 14-18

Review Para Empezar through 2B and include as a part of the Teacher Made End of the Quarter Test

1.0

2.06.0

10.0

Qtr. 2

Week 10

Oct. 21-25

EQ: How do choices about food and exercise affect our health and lifestyles? (3A)

1.10 Discuss food and beverages for breakfast and lunch1.11 Express how often something is done2.1 Guess words and phrases based on context6.4 Identify typical breakfast and lunch foods of Spanish


1.0

3.09.0

Week 11

Oct. 28-Nov. 1

1.3 Identify cultural elements of Spanish countries1.12 Discuss food and beverages for dinner (3B)3.6 Describe what people or things are like9.1 Compare holidays and celebrations of Spanish culture with

those of the U.S.9.2 Discuss celebrations and parties

Review and Assessment 3A & 3B (include reading comprehension from p. 16 in AP resource book)

10.0

Week 12

Nov. 4-8

Students will add information on typical foods and beverages to their country portfolio.10.3 Identify cultural perspectives on diet and healthEssay #1(Use rubric on p. 31 of Pre-AP Resource Book)

Describe weekly schedule both at school and at

102

home. Describe the activities you do and foods you eat to

maintain your heath. Describe yourself and five friends.

Students will choose one of the above topics and write approximately 100-150 words.

1.0

3.010.011.0

Week 13

Nov. 12-15

EQ: How do we organize our weekly schedules in order to achieve success? (4A)

1.13 Discuss locations in the community1.3 Discuss places one goes and with whom3.7 Discuss leisure activities10.4 Identify cultural perspectives on leisure activities11.0 Identify situations and resources where Spanish may be applied beyond the classroom setting

1.0

5.0

10.0

Week 14

Nov. 18-22

1.14 Discuss activities outside of school (4B)1.15 Discuss when an event happens5.2 Extend, accept and decline invitations in a culturally

appropriate manner10.5 Identify cultural perspectives on after-school activities

Review 4A & 4B and Assessment (include reading comprehension from p.22 in AP Resource Book)

1.0

2.0

3.0

6.09.0

10.0

Weeks 15-17

Nov. 25-Dec. 13

EQ: How does the culture define what family is? (5A)

1.16 Express possession1.17 Describe family members and friends2.5 Ask and tell ages2.2 Select specific items using Spanish context2.3 Tell basic information about self and others3.6 Describe what people or things are like3.8 Describe families6.5 Identify family structure of Spanish cultures9.2 Discuss celebrations and parties9.3 Discuss family celebrations10.6 Identify cultural perspectives on families

Week 18

Dec. 16-20Review 3A through 5A and Assessment

1.02.05.09.0

10.0

Qtr. 3

Weeks 19-20

Jan. 6-Jan. 17

1.17 Describe family members and friends (5B)2.2 Order a meal in a restaurant5.3 Ask for items in a culturally appropriate manner9.3 Discuss family celebrations10.7 Identify cultural perspectives on family celebrations

Review 5B and Assessment (include reading comprehension from p.29 in AP Resource Book)

1.0

Weeks 21-22

Jan. 21-31

EQ: How do homes change based on our culture? (6A)

1.18 Describe bedroom items and electronic equipment1.19 Compare various objects in present tense

103

3.06.0

3.9 Discuss one’s bedroom6.6 Identify cultural aspects of homes in Spanish countries

Review 6A and Test (writing component: Write a paragraph describing your favorite room of your house.)

1.0

3.010.0

Week 23

Feb. 3-7

1.20 Identify rooms in a house (6B)1.21 Name household chores3.10 Discuss where one lives10.8 Identify cultural perspectives on different types of housing


3.0Weeks 24-26

Feb. 10-28

Oral Presentations (choose between either family or house) and National Spanish Exam Review

Weeks 27-28

March 3-14

Review and Teacher Made End of the Quarter Test 5B, 6A, and 6B

1.0

2.03.0

6.010.0

Qtr. 4

Weeks 29-31

March 17-April 4

EQ: How does clothing reflect my personality? (7A)

1.3 Identify cultural elements of Spanish countries1.22 Discuss clothes, shopping, and prices2.2 Select specific items using Spanish language3.1 Express main ideas from print and non-print materials3.11 Describe plans6.7 Identify markets and stores of Spanish cultures10.9 Identify cultural perspectives on shopping

Review 7A and Assessment (writing component: write a paragraph describing what you are wearing today)

1.0

10.0

Weeks 32-34

April 7-May 2

1.23 Discuss buying gifts (7B)1.24 Use direct-object pronouns10.10 Identify cultural perspectives on gift-giving


6.0

Week 35

May 5-9

Students will add information homes and markets to their country portfolio.

6.7 Identify markets and stores of Spanish culturesEssay #2 (Use rubric on p. 31 of Pre-AP Resource Book)

Describe at least three rooms in your dream home. Describe your family including at least five family

members and yourself. Describe your favorite outfit. Be sure to include color,

fit, where you bought it, and where you wear it.)Students will choose one of the above topics and write approximately 150-175 words.

104

Assessment: Share Country Information gathered throughout the year. (Note: Technology may be incorporated to include a PowerPoint slide show created by the student.)

1.0

2.0

4.0

Weeks36-39

May 12-June 3

1.1 Talk about: travel and vacation activities1.2 Read and listen to information about: travel and vacation1.3 Present information about: Puerto Rico2.1 Discuss Peru’s Independence Day Celebrations2.2 Discuss el Greco4.1 Regular Preterite ER and IR Verbs4.1 Irregular Preterite AR verbs


105

HIGH SCHOOL SPANISH 1-5 STANDARDS AND OBJECTIVES

Spanish I Standards and Objectives

106

COMMUNICATION

1.0 Recognize Spanish words and phrases spoken in context.1.1 Use the Spanish in oral and written form in the present time frame, including salutations,

farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interaction in a variety of situations.1.1.1 Use numbers to tell time and dates1.1.2 Discuss things in the classroom1.1.3 Describe weather conditions1.1.4 Express likes and dislikes1.1.5 Discuss what people are like1.1.6 Discuss school schedules and subjects1.1.7 Discuss what students do in a typical day1.1.8 Describe a classroom1.1.9 Indicate where things are located1.1.10 Discuss food and beverages for breakfast and lunch1.1.11 Express how often something is done1.1.12 Discuss food and beverages for dinner1.1.13 Discuss locations in the community1.1.14 Discuss activities outside of school1.1.15 Discuss when an event happens1.1.16 Express possession1.1.17 Describe family members and friends1.1.18 Describe bedroom items and electronic equipment1.1.19 Compare various objects in the present tense1.1.20 Identify rooms in a house1.1.21 Name household chores1.1.22 Discuss clothes, shopping, and places1.1.23 Discuss buying gifts1.1.24 Use direct-object pronouns

1.2 Carry out basic instructions and answer basic questions1.2.1 Respond to classroom directions1.2.2 Ask questions about new words and phrases1.2.3 Ask others about likes and dislikes1.2.4 Ask people about themselves and others1.2.5 Ask and tell ages

2.0 Interpret basic oral and written information in the Spanish on a variety of topics in the present time frame.

2.1 Identify main ideas with some details2.1.1 Read about activities of others2.1.2 Read and understand passages about personalities2.1.3 Identify places one goes and with whom

2.2 Infer words and phrases based on context2.2.1 Guess words and phrases based on context2.2.2 Select specific items using Spanish context

3.0 Present oral and written information in the Spanish using familiar vocabulary and correct structure in the present time frame.

3.1 Express main ideas from print and non-print materials3.2 Create brief oral presentations and short written paragraphs3.2.1 Give oral presentations about activities and preferences3.2.2 Order a meal in a restaurant3.2.3 Tell basic information about self and others

107

3.3.4 Introduce one self to others3.3.5 Describe one’s own personality traits3.3.6 Describe what people or things are like3.3.7 Discuss leisure activities3.3.8 Describe families3.3.9 Discuss one’s bedroom3.3.10 Discuss where one lives3.3.11 Describe plans

4.0 Read aloud proverbs, short poems, and songs in Spanish appropriate pronunciation and intonation.

CULTURES

5.0 Use appropriate Spanish vocabulary and nonverbal behavior in a variety of social situations and familiar settings.

5.1 Greet people at different times of day5.2 Extend, accept, and decline invitations in a culturally appropriate manner5.3 Ask for items in a culturally appropriate manner

6.0 Identify tangible and intangible products of a Spanish culture, including symbols and expressive art forms.

6.1 Describe calendars of Spanish speaking cultures6.2 Identify cultural perspectives on friendships6.3 Compare currencies of Spanish Countries6.4 Identify typical breakfast and lunch foods of Spanish Countries6.5 Identify family structure of Spanish cultures6.6 Identify cultural aspects of homes in Spanish Countries6.7 Identify markets and stores of Spanish cultures

CONNECTIONS

7.0 Identify other subject-area topics that relate to topics discussed in Spanish class.7.1 Locate major Countries, cities, and geographical features of places where Spanish is spoken

7.1.1 Compare weather in Northern and Southern hemispheres7.1.2 Identify cultural perspectives on friendships7.1.3 Identify cultural elements of Spanish Countries

7.2 Identify examples of vocabulary words and phrases, proverbs, and symbols from Spanish that relate to other disciplines

7.2.1 Discuss things related to the calendar

COMPARISONS

8.0 Identify similarities and differences between words in Spanish and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.

8.1 Use the alphabet to spell words

9.0 Compare holidays and celebrations of a Spanish culture with those of the United States.9.1 Identify holidays and events of Spanish Countries9.2 Discuss celebrations and parties9.3 Discuss family celebrations

COMMUNITIES

108

10.0 Identify typical activities and events of a Spanish culture.1 Compare school in the U.S. with school in a Spanish Country2 Identify cultural perspectives on meals3 Identify cultural perspectives on diet and health4 Identify cultural perspectives on leisure activities5 Identify cultural perspectives on after-school activities6 Identify cultural perspectives on families7 Identify cultural perspectives on family celebrations8 Identify cultural perspectives on different types of housing9 Identify cultural perspectives on shopping10 Identify cultural perspectives on gift-giving

11.0 Identify situations and resources in which Spanish language may be applied beyond the classroom setting.

Spanish 2 Standards and Objectives

COMMUNICATION

1.0 Use Spanish in oral and written form in the past time frame, including giving and responding to a series of commands, asking and answering questions, providing directions and instructions, and stating preferences and opinions to interact in a variety of situations.1.1 Read, listen to, and understand information about shopping and clothing1.2 Talk about the past using the preterite of regular verbs1.3 Talk about things done and the location of past events1.4 Explain why certain events did not take place1.5 Describe items and location of items purchased1.6 Giving directions for traveling to places1.7 Give a friend directions for a task1.8 Discuss childhood toys, games, and activities1.9 Describe what one was like as child1.10 Discuss to or for whom something is done1.11 Describe people, places and situations in the past1.12 Describe past situations and settings1.13 Describe an accident scene, including injuries and treatments1.14 Talk about what is seen on television1.15 Explain feelings in relation to watching television1.16 Discuss movie plots and characters1.17 Give opinions about movies1.18 Discuss cooking1.19 Tell others what to do or what not to do1.20 Describe what people generally do1.21 Indicate duration, exchange, reason and other expressions of por and para

2.0 Interpret spoken and authentic Spanish language materials and information on familiar topics.2.1 Recognize main ideas and important details of passages2.2 Identify the sequences of events in narratives texts

3.0 Create oral and written presentations in Spanish about a variety of topics using familiar and newly acquired vocabulary words and phrases and correct structure.3.1 Discuss activities one has done3.2 Create an oral or written presentation in Spanish about topics using vocabulary and structure of

the past time frame

109

4.0 Recite from memory skits, poems, short narratives, or songs in Spanish, using appropriate pronunciation and intonation.4.1 Recite poem in Spanish language, using appropriate pronunciation and intonation4.2 Recite from memory childhood songs in Spanish language using appropriate pronunciation and

intonationCULTURES

5.0 Describe practices within the cultures where Spanish is spoken.5.1 Describe practices within the cultures where Spanish language is spoken5.2 Explain influence of geography on holidays and celebrations of Spanish cultures

6.0 Explain the influences of geography on a Spanish culture, including food, clothing, dwellings, transportation and the arts.6.1 Explain the influence of geography of a Spanish culture’s clothing, food, and housing6.2 Describe geographic conditions that affect the weather of Spanish Countries6.3 Explain influence of geography on a Spanish culture’s cuisine

CONNECTIONS

7.0 Compare information common to other school subjects and to Spanish.7.1 Discussing driving and good driving habits7.2 Discuss emergencies, crises, rescues and heroic acts7.3 Discuss food preparations practices in relation to the Spanish culture and language

COMPARISONS

8.0 Compare vocabulary usage, grammatical structures, and idiomatic expressions of a Spanish language with English.8.1 Compare affirmative and negative words of a Spanish language with English

9.0 Compare traditions and social conventions of a Spanish culture to one’s own.9.1 Compare rules of classrooms from Spanish cultures to those of the United States9.2 Compare special events of a Spanish culture with the U.S.9.3 Discuss cultural perspectives on neighborhoods9.4 Compare holiday celebrations of a Spanish culture to the U.S.9.5 Compare shopping traditions of Spanish culture to the U.S.9.6 Compare television watching in Spanish Countries with the U.S.9.7 Compare Spanish culture’s tradition of food to the U.S.

COMMUNITIES

10.0 Communicate in a variety of ways with speakers of Spanish on topics of interest. 10.1 Describe shopping and/or markets in Spanish culture10.2 Describe cookouts and outdoor food vendors of Spanish cultures10.3 Describe holiday celebrations of Spanish culture

11.0 Describe typical activities and events of a Spanish culture.11.1 Communicate with speakers of Spanish about shopping and/or neighborhoods

Spanish 3 Standards and Objectives

COMMUNICATION

1.0 Use Spanish in oral and written form in the future time frame to exchange ideas, paraphrase, explain, and give cause.

110

1.1 Use Spanish language in oral and written forming the future time frame to exchange ideas, paraphrase, explain, and give cause for relationships

2.0 Interpret culturally authentic oral and written texts in Spanish about familiar and unfamiliar topics presented in the future time frame to determine main ideas and supporting details.2.1 Read, listen to, and understand information that is in the future time frame

3.0 Use Spanish to create oral and written presentations on a variety of topics using familiar vocabulary and learned structures and time frames.

3.1 Use Spanish to create oral or written presentations on typical activities and daily lifeUse Spanish to create oral or written presentations on art using familiar vocabulary and learned structures and time frames

3.2 Use Spanish to create oral or written presentations on healthy living, using familiar vocabulary and learned structures and time frames

3.3 Use the Spanish culture to create oral or written presentations on one’s future, using familiar vocabulary and learned structures and time frames

CULTURES

4.0 Analyze information learned about the perspectives and practices of a Spanish culture to describe patterns of behavior typically associated with those cultures.

4.1 Analyze information learned about the perspectives and practices of Spanish culture to describe patterns of behavior typically associated with Spanish culture

4.2 Analyze information about native cultures to describe patterns of behavior associated with native culture

5.0 Describe the global influence of historic events, political structures, economic factors, and artistic expressions of a Spanish culture.

5.1 Describe the global influence of historic events of Spain5.2 Describe the global influence of artistic expressions of a Spanish culture5.3 Describe the global influence of political structures of a Spanish culture

CONNECTIONS

6.0 Describe connections between other school subjects and a Spanish culture.6.1 Describe connections between science and a Spanish culture in relation to nature and

astronomy6.2 Describe connections between art and the Spanish culture6.3 Describe the connections between media and the Spanish culture6.4 Describe connections between social science and the Spanish culture6.5 Describe connections between architecture and the Spanish culture6.6 Describe connections between archaeology and the Spanish culture

COMPARISONS

7.0 Identify the complex linguistic elements of a Spanish language as they relate to English.7.1 Identify examples of ways in which language and meaning do not transfer directly from one

language to another7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in

Spanish differ from those of English

8.0 Describe similarities and differences that exist within Spanish cultures, including language, clothing, foods, dwellings, recreation, and social conventions.

8.1 Describe similarities and differences of school day activities that exist within Spanish cultures

111

8.2 Describe similarities and differences that exist among art within Spanish cultures8.3 Describe similarities and differences that exist among dances within Spanish cultures8.4 Describe similarities and differences that exist among health within Spanish cultures8.5 Describe similarities and differences that exist among social conventions within Spanish

culturesCOMMUNITIES

9.0 Explain origins of typical activities and events of a Spanish culture.9.1 Explain origins of religious practices in Spanish cultures9.2 Explain origins of dances of a Spanish culture9.3 Explain origins of typical activities and events of native cultures

10.0 Apply language skills and cultural knowledge for recreational, educational, and occupational purposes.

10.1 Apply language skills and cultural knowledge for recreational purposes10.2 Apply language skills and cultural knowledge for educational purposes10.3 Apply language skills and cultural knowledge for occupational purposes

Spanish 4 and 5 Standards and Objectives

COMMUNICATION

2 Apply Spanish in oral and written form in all time frames to express needs and desires, to support and defend opinions and preferences, and to propose and support solutions to issues and problems, including the use of circumlocution, body language, and other creative means to convey and comprehend messages.

1.1 Discuss interests and plans.1.2 Use the present indicative tense to talk about yourself and others1.3 Describe people, things, and situations1.4 Say, describe, and narrate in the past1.5 Use Spanish to greet others1.6 Use the preterite tense to communicate with others1.7 Use the imperfect tense to communicate with others1.8 Know the difference between the preterite and imperfect tenses1.9 Discuss future issues using the future tense1.10 Express hopes and desires1.11 Use the verbs- ser, estar, and haber1.12 Use the subjunctive with noun clauses1.13 Use the subjunctive with impersonal expressions1.14 Use direct and indirect object pronouns with the personal “a”1.15 Use gustar and similar verbs1.16 Use reflexive construction1.17 Know the past participle and the present perfect tense1.18 Tell what has happened1.19 Make confessions and resolutions1.20 Speculate about the future1.21 The subjunctive vs. indicative in adjective clauses1.22 The future perfect and pluperfect tenses1.23 Comparisons with nouns, adjectives, verbs and adverbs, and superlatives1.24 Discuss entertainment1.25 Give orders1.26 Express wishes and possibilities1.27 The subjunctive vs. indicative in adverbial clauses1.28 Commands (Formal and Informal)

112

1.29 The subjunctive with ojalá, tal vez, quizá(s)1.30 Make excuses1.31 Express how long an action has gone on1.32 Know agreement, form, and position of adjectives1.33 Compare the past with the present1.34 Hacer and desde and time expressions1.35 Discuss trends and food recipes1.36 Talk about you wished for in the past1.37 Express what you will do or have done1.38 The imperfect subjunctive1.39 The conditional and conditional perfect1.40 The indicative or subjunctive in si – clauses1.41 Discuss social problems and personal excesses1.42 Saying what might have been1.43 Express ideas without attributing to anyone1.44 The pluperfect subjunctive1.45 Uses of se1.46 Indefinite and negative expressions1.47 Read classifieds and look for jobs; interview for a job1.48 Debate national and international economic issues1.49 Use Indirect speech1.50 Use the relative pronouns el/la cual and los/las cuales1.51 Talk about out door activities and sports; plan for a summer break or job1.52 Use sequence of tenses with the subjunctive1.53 Use se for unplanned events1.54 Use the passive voice1.55 Use diminutives and augmentatives1.56 Uses of definite and indefinite articles1.57 Uses of the gerund and the infinitive

2.0 Interpret complex oral and written materials in Spanish, incorporating learned structures and time frames.

2.1 Read - Augusto Monterroso – El concierto2.2 Read - Amalia Mesa – Ofrenda a Dolores Del Rio2.3 Read – la Pelota Vasca

3.0 Create original prose and poetry in Spanish using appropriate vocabulary and learned structures and time frames.

3.1 Make a report3.2 Make excuses3.3 Make Plans

CULTURES

4.0 Relate the role of geography to the history and development of a Spanish culture.4.1 Read about El Tratado de Libre Comercio (NAFTA) y el Mercado Común del Sur

(MERCOSUR)4.2 Compare los productos del Nuevo Mundo

5.0 Trace cultural developments of a Spanish culture.5.1 Know about el español en el mundo5.2 Read about Alejandro Filio – Un milenio después5.3 Compare the American 20th century with the 20th century in the Spanish culture5.4 Read about Diego Rivera – Hombre en una Encrucijada5.5 Read about Salvador Dalí – Nature Morte Vivante5.6

113

CONNECTIONS

6.0 Describe current issues pertaining to a Spanish culture and to another school subject.6.1 Talk about the 21st century

COMPARISONS

7.0 Compare the complex elements of Spanish and English.7.1 Read about La Asociación ASPIRA 7.2 Read about Ramón Orlando – Esto fue lo que vi

8.0 Compare social, economic, and political perspectives of a Spanish culture to those of the United States, including stereotypical viewpoints.

8.1 Discuss human rights and foreign policies8.2 Read about Millo Torres – Arresto Mental8.3 Read about Carlos Alonzo – Manos Anónimas8.4 Read about Frida Kahlo – Las dos Fridas8.5 Read about Pablo Pisasso – Madre e hijo

COMMUNITIES

9.0 Create authentic cultural activities for a Spanish culture event.9.1 Read abouth the rock band La Monja Enana – Bajo Tierra and write a rock song in Spanish9.2 Read about Antonio Berni – Juanito en la Laguna

10.0 Utilize language skills and culture knowledge to demonstrate practical life applications.10.1 Make a recipe – Taller una receta10.2 Compare la vida en el campo con la vida en la ciudad

114

CURRICULUM ALIGNMENT HIGH SCHOOL SPANISH 1-5

115

Spanish 1 Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level I include Para Empezar through chapter 6B. Although teacher input is crucial in any pacing criteria, the Mobile County pacing guide should be followed as closely as possible. All grammar in chapters 7-9 will be introduced in Level II.





Begin using numbers Tell time Identify parts of the

body Talk about things in

the classroom Ask questions about

new words and phrases


Discuss the calendar Describe weather

conditions Identify the seasons Compare weather in

the Northern and Southern Hemispheres






holidays Los




1, 1.1, 2, 3, 5, 6, 7, 8, 9


Talk about activities you like and don’t like to do








González Colson


The güiro and hythm instruments

1, 1.1, 2, 3, 4, 5, 6, 7, 8, 10

116


Talk about personality traits










Caribbean

1, 1.1, 2, 3, 5, 6, 7, 8, 11


Talk about school schedules and subjects




Subject pronouns



Fernando Botero


Romans in Spain



clock Facts about


chants

1, 2, 3, 4, 5, 6, 7, 8, 10




Talk about more than one object or person



nouns and articles








1, 1.1, 2, 3, 5, 6, 7, 8, 11


Talk about foods and beverages for breakfast and lunch




Pronunciation of

Bartolomé Murillo

Typical breakfast in Spanish-

1, 1.1, 2, 3, 4, 5, 6, 7, 8, 10, 11

117



the letters h and j speaking Fruits and

vegetables from the Americas




Talk about foods and beverages for dinner









World Cup Herbal

remedies Cultural


1, 2, 3, 4, 6, 7, 8, 9, 10, 11


Talk about locations in your community


Talk about where you go and with whom




accents

Francisco de Goya







1, 2, 3, 4, 5, 7, 8, 19, 11


Talk about activities outside of school



the letter d


1, 2, 3, 4, 5, 7.1, 8, 9, 10, 11

118

Tell when an event happens


activities Cultural



Describe families Talk about

celebrations and parties

Ask and tell ages Express possession Understand cultural

perspectives on family and celebrations




Family celebrations

Carmen Lomas Garza

papel picado Spanish Royal Artists:






1, 2, 2.1, 3, 3.1, 3.2, 4, 5, 6, 7, 8, 9, 10


Talk about family celebrations







the letters b and v

Extended families



perspectives on mealtimes

1, 1.1, 2, 3, 3.1, 4, 5, 6, 7.1, 8, 10


Talk about your bedroom


Make comparisons

Making comparisons




awards Electronic

equipment in Catalan

1, 1.1, 2, 3, 3.1, 4, 5, 6, 7, 8

119



households Flags of the

Spanish-speaking world

The Mexican flag

La siestaCapítulo 6B (pages 298-321)Objectives Grammar Culture Standards



Tell where you live Understand cultural

perspectives on different types of housing









1, 1.1, 2, 3.1, 4, 7.1, 8


Talk about clothes, shopping, and prices

Describe your plans Talk about what you

want and what you prefer

Point out specific items Understand cultural

perspectives on shopping




Joan Miró Fernando



Nonverbal language

Carolina Herrera



understanding of cultural perspectives

1, 1.1, 2, 2.1, 3.1, 4, 5, 8, 9

Additional Grammar

120

Suggested grammar for continuity between levels 1 and 2. The personal A The present tense of decir Acabar de + infinitive Gustar and similar verbs The present tense of pedir and servir Saber and conocer Direct Object Pronouns (if time allows) Indirect Object Pronouns (if time allows)

Spanish 1A Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging between the various levels in each school. Minimum requirements for Level I A include the Para Empezar and chapters through 3B. Teacher input is crucial in any pacing criteria; the Mobile County pacing guide should be followed as closely as possible to ensure continuity between levels.





Begin using numbers

Tell time Identify parts of the

body Talk about things in

the classroom Ask questions about

new words and phrases




Identify the seasons Compare weather in

the Northern and Southern Hemispheres

Nouns Singular

definite articles Cuántos, -as hay



Mayan glyphs

The Aztecs Mexican

holidays Los

Sanfermines

Reversed seasons in Northern and Southern Hemispheres


1, 1.1, 2, 2,3.4,5.1,6.1,8.1


Talk about activities you like and don’t

Infinitives Negatives

Pablo Picasso

1, 1.1, 1.3,1.4,1.5,2.1,2.4

121

like to do Ask others what

they like to do Understand cultural

perspectives on favorite activities

Expressing agreement or disagreements


Outdoor cafés

La Plaza Mayor in Madrid










indefinite articles

Word order: Placement of adjectives


Frida Kahlo Simón

Bolívar huipil What

makes a good friend

Facts about the Caribbean

1.2,3.5






Subject pronouns



Fernando Botero


Romans in Spain


el recreo The Maya The 24-

hour clock Facts about


chants

1.6, 1.7


122






nouns and articles



School uniforms





1.8,1.9,1.10,6.3,10.1,11.0









Bartolomé Murillo





1.1,1.10,2.1,6.4,10.2







The verb ser Pronunciation

of the letters l and ll


el mate La

Tomatina Los

mercados Soccer and

the World Cup

Herbal remedies

Cultural

1.12,3.1,3.5,4.0

123


Spanish 1B Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging between the various levels in each school. Minimum requirements for Level I A include chapters 4A through 7A. The teacher input is crucial in any pacing criteria; the Mobile County pacing guide should be followed as closely as possible to ensure continuity between levels.







The verb –ir Asking

questions Stress and

accents

Francisco de Goya




Old San Juan Andean

music Chants and

songs Demonstrate

an understanding of rhymes, songs, and games from Spanish-speaking cultures

1.13,1.25,1.3,3.7,10.4,11.0





Understand cultural perspectives on after-

ir + a + infinitive

The verb jugar Pronunciation

of the letter d

Paralympics Fiestas Rebecca

Lobo Leisure

activities Cultural


1.14,1.15,1.16,2.5,5.2,9.1,10.5

124

school activities


Describe families

Talk about celebrations and parties

Ask and tell ages

Express possession



adjectives Pronunciation

of the letters p, t, and q

Family celebrations

Carmen Lomas Garza

papel picado Spanish

Royal Artists:




El papel picado

Discuss some ways that Spanish-speaking families celebrate special occasions

1.3,1.17,2.2,2.5,3.8,5.3,6.5,10.6








and estar Pronunciation

of the letters b and v

Extended families


arroz con leche

menú del día fandango Santa Fe Cultural


9.3,10.7


125



Make comparisons


Making comparisons





awards Electronic



The Mexican flag

La siesta

1.18,1.19,3.9,4.0,6.6




Tell where you live





La arpillera el patio Percentages

of people living in houses and apartments in Caracas, Venezuela




1.20,1.21,3.10,10.8



Describe your plans

Talk about what you want and what you prefer






Joan Miró Fernando



Nonverbal language

Carolina Herrera


Carnaval Make a mola Demonstrate

1.22,1.26,3.11,6.7,10.9

126

on shopping an understanding of cultural perspectives



Spanish I Honors/Pre-AP Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level I Honors/Pre-AP include Para Empezar through chapter 7A. Although teacher input is crucial in any pacing criteria, the Mobile County pacing guide should be followed as closely as possible. All grammar in chapters 7-9 will be introduced in Level II.





Begin using numbers

Tell time Identify parts of

the body Talk about things

in the classroom Ask questions

about new words and phrases





Compare weather in the Northern

Nouns Singular

definite articles

Cuántos, -as hay



Mayan glyphs

The Aztecs Mexican

holidays Los

Sanfermines

Reversed seasons in Northern and Southern Hemispheres


1,1.1,1.2,1.3.2.2,3,2.1,3.4,5,5.1, 6,6.1,7,1.1,2.1,8,8.1

127

and Southern Hemispheres


Talk about activities you like and don’t like to do






Pablo Picasso

Outdoor cafés

La Plaza Mayor in Madrid




1,2.3,2,1.1,3,2.1,7,1.3,







indefinite articles

Word order: Placement of adjectives


Frida Kahlo Simón

Bolívar huipil What

makes a good friend

Facts about the Caribbean

1,1.5,2.4,2,1.2,3,3.5,7,1.2,






Subject pronouns



Fernando Botero


Romans in Spain



clock

1,1.6,1.7,10,10.1

128

Facts about Costa Rica

Soccer fan chants






The verb estar

The plurals of nouns and articles



School uniforms





1,1.8,1.9,6,6.1,11,11.0









Bartolomé Murillo





1,1.10,1.11,2,2.1,6,6.4,10,10.2






The verb ser Pronunciation

of the letters l and ll


el mate La

Tomatina Los

mercados

1,1.12,3,3.1,3.6,3.7,4,4.0,9,9.1,10,10.3

129


Soccer and the World Cup

Herbal remedies

Cultural perspectives regarding health care







The verb –ir Asking

questions Stress and

accents

Francisco de Goya

la plaza Popularity

of sports clubs and gyms


Old San Juan

Andean music

Chants and songs

Demonstrate an understanding of rhymes, songs, and games from Spanish-speaking cultures

1,1.13,2,1.3,3,3.7,10,10.4,11,11.0






ir + a + infinitive

The verb jugar

Pronunciation of the letter d

Paralympics Fiestas Rebecca

Lobo Leisure

activities Cultural


1,1.14,1.15,5,5.2,9,9.1,10,10.4


Describe families The verb Family 1,1.16,2.5,3,3.8,6,6.5,9,9.

130

Talk about celebrations and parties

Ask and tell ages Express

possession Understand

cultural perspectives on family and celebrations

tener Possessive

adjectives Pronunciation

of the letters p, t, and q

celebrations Carmen

Lomas Garza

papel picado

Spanish Royal

Artists: Francisco de Goya, Diego Rivera



El papel picado

Discuss some ways that Spanish-speaking families celebrate special occasions

2,10,10.6







The verb venir

The verbs ser and estar

Pronunciation of the letters b and v

Extended families


arroz con leche

menú del día

fandango Santa Fe Cultural


1,1.17,3,2.2,5,5.3,9,9.3,10,10.6



Describe bedroom items

Making comparisons

The superlative

Salvador Dalí

Latin Grammy

1,1.18,1.19,3,3.9,6,6.6

131

and electronic equipment

Make comparisons


Stem-changing verbs: poder and dormir


awards Electronic



The Mexican flag

La siestaCapítulo 6B (pages 298-321)Objectives Grammar Culture Standards



Tell where you live





La arpillera el patio Percentage

s of people living in houses and apartments in Caracas, Venezuela




1,1.20,1.21,3,3.10,10,10.8



Describe your plans

Talk about what you want and what you prefer






Joan Miró Fernando

Botero Currencies

of the Spanish-speaking world

Nonverbal language

Carolina Herrera


Carnaval Make a

1,1.22,2,2.2,3,3.11,6,6.7,10,10.9

132

mola Demonstrat

e an understanding of cultural perspectives



Spanish 2 Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level II include Para Empezar through chapter 6B. While teacher input is crucial in any pacing criteria, the guide should be followed as closely as possible. All grammar in chapters 7-9 will be introduced in level III.

Para Empezar (Pages 1-13)Objectives Grammar Culture Standards

Talk about what you and other people are like

Tell where you and others are from

Talk about what you and others do

Talk about how often you do certain things

Adjectives The verb ser Question words Present tense of

regular verbs Frequency

vocabulary

El primer día de clases en el mundo hispanohablante

Enrique Iglesias Los inmigrantes en

los Estados Unidos

Review of Level I

Tu Día Escolar: Capítulo 1A (Pages 14-41)Objectives Grammar Culture Standards

Describe classroom objects and activities

Talk about classroom

Stem-changing verbs

Affirmative and negative words

Pronunciation of the letters b, v,

José Martí Las Notas ¿Más estrictos? Okapi Un nuevo escudo de

armas

Review of Level I5.1, 8.1, 9.1

133

rules Express

affirmative and negative ideas

Compare the school rules and customs in other Countries with those of you own school

and d Guanajuato, México

Tu Día Escolar: Capítulo 1B (pages 42-69)Objectives Grammar Culture Standards

Talk about extracurricular activities

Compare people and things

Say what people know or what they know how to do

Say with whom or what people are familiar

Ask and tell how long something has been going on

Understand cultural perspectives on extracurricular activities

Making comparisons

Saber and Conocer

Hacer + time expressions

Las actividades extracurriculares

Los deportes más populares

Fernando Botero Celia Cruz El Ballet A bailar!


Un evento especial: Capítulo 2A (pages 70-97)Objectives Grammar Culture Standards

Describe getting ready for a special event

Talk about daily routines

Describe people and things

Express possession


Reflexive verbs Ser and estar Possessive


consonants that change their sound

Diego Rivera, Baile en Tehuantepec

La ropa de fiesta La familia y los

eventos especiales Los grandes teatros Como hacer un

poncho

Review of Level I6.1, 9.2

134

on clothingUn evento especial: Capítulo 2B (pages 98-125)Objectives Grammar Culture Standards

Describe clothing and fashion

Talk about going shopping

Describe events in the past

Point out specific objects

Avoid repetition when comparing similar things

Understand cultural perspectives on parties

Preterite of regular verbs


Using adjectives as nouns

¡No sé qué talla uso! Narciso Rodríguez La parranda

Review of Level I1.2, 1.23, 8.2, 9.5, 10.3

Tú y tu comunidad: Capítulo 3A (pages 126-153)Objectives Grammar Culture Standards

Talk about things you did and where you did them

Explain why you couldn’t do certain things

Describe things you bought and where you bought them


Direct object pronouns

Irregular preterite verbs: hacer, tener, estar, poder

The written accent

El palacio de Correos

Las farmacias Los sellos, la

tradición y la comunidad

Intercambio cultural Los mercados al aire

libre

1.3, 1.4, 1.5, 10.1

Tú y tu comunidad: Capítulo 3B (pages 154-181)Objectives Grammar Culture Standards

Give directions for getting places

Give a friend directions for a task

Discuss driving and good driving habits

Direct object pronouns: me, te, nos

Irregular affirmative tú commands

Present progressive: irregular forms

La plaza mayor Permiso de manejar El metro de la

Ciudad de México La carretera

Panamerica-na El barrio

1.6, 1.7, 7.1, 9.3

135

Understand cultural perspectives on neighborhoods

Recuerdos del pasado: Capítulo 4A (pages 182-211)Objectives Grammar Culture Standards

Discuss childhood toys and games

Describe what you were like as a child

Talk about activities that you used to do as a child

Discuss to or for whom something is done

Understand cultural perspectives on childhood songs

The imperfect tense: Regular verbs

The imperfect tense: Irregular verbs

Pronunciation of the letters r and rr

Las mascotas Las guaderías

infantiles Juguetes mayas Canciones infantiles

1.10, 1.12, 1.8, 1.9, 4.2

Recuerdos del pasado: Capítulo 4B (pages 212-235)Objectives Grammar Culture Standards

Describe holidays celebrations

Talk about your family and relatives

Describe people, places, and situations in the past

Talk about how people interact

Understand cultural perspectives on holidays and special events

The imperfect tense: Describing a situation

Reciprocal actions

Prefixes

Euskadi El Día de la Raza El Día de los

Muertos La ceremonia del

lazo El carnaval

1.11, 9.4, 10.3

En las noticias: Capítulo 5A (236-265)Objectives Grammar Culture Standards

Discuss emergencies, crises, rescues, and heroic acts

The imperfect tense: Other uses

The preterite forms of the verbs oír, leer,

Zulia Gotay de Anderson

Los bomberos chilenos

Los volcanes

1.13, 2.1, 6.2, 7.2

136

Describe past situations and settings


Understand cultural perspectives on natural disasters

creer, and destruir

Accent mark to separate dipthongs

En caso de terremoto

Las leyendas – the volcanoes

En las noticias: Capítulo 5B (266-289)Objectives Grammar Culture Standards

Describe an accident scene

Talk about injuries and treatments

Talk about what you were doing when an accident occurred

Understand cultural perspectives on health

Irregular preterite forms: venir, poner, decir, and traer.

Imperfect progressive and preterite.

False cognates

Diego Rivera La Ambulancia Azul Los intérpretes y

traductores médicos La Patrulla Aérea

Colombiana El jai alai Seguridad Social y

los servicios médicos

Explain social security as well as public medical services.

1.12, 1.13, 5.1

La televisión: Capítulo 6A (290-319)Objectives Grammar Culture Standards

Talk about what you saw on television

Explain how you feel about watching television

Understand cultural perspectives on television programs in Spanish-speaking Countries

Preterite of –ir stem-changing verbs

Other reflexive verbs

Pronunciation: regional variations ll/y and c/z

Salvador Dalí Latinoamericanos en

el béisbol Concursomanía La guía de la tele Explain a Spanish-

language television guide.

1.14, 1.15, 9.6

La televisión: Capítulo 6B (320-343)Objectives Grammar Culture Standards

Discuss movie plots and characters

Give opinions about movies

Talk about activities you have done

Understand

Verbs that use indirect object pronouns

The present perfect

The suffixes –oso/a and –dor/a

La época de oro del cine mexicano

Salma Hayek-Jiménez

El cine en el mundo hispano

Las clasificaciones de las películas

Películas en otros

1.16, 1.17, 3.1, 5.1

137

cultural perspectives on movies

idiomas Explain foreign

language films, dubbing, and subtitles.

Spanish 2A Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level II A include Para Empezar through chapter 3B. While teacher input is crucial in any pacing criteria, the guide should be followed as closely as possible to ensure continuity between levels in a given school and within the system.








vocabulary


Enrique Iglesias

Los inmigrantes en los Estados Unidos

Review of level I



Talk about classroom rules

Express affirmative and negative ideas


Stem-changing verbs


Pronunciation of the letters b, v, and d

José Martí Las Notas ¿Más

estrictos? Okapi Un nuevo

escudo de armas

Guanajuato, México

Review of level I5.1, 8.1, 9.1


Talk about extracurricular

Making comparisons

Las actividades extracurriculare


138

activities Compare

people and things





Saber and Conocer


s Los deportes

más populares Fernando

Botero Celia Cruz El Ballet A bailar!





Express possession

Understand cultural perspectives on clothing





La ropa de fiesta

La familia y los eventos especiales

Los grandes teatros

Como hacer un poncho

Review of level I6.1, 9.2

Un evento especial: Capítulo 2B (pages 98-125)Objectives Grammar Culture Standards





Avoid




¡No sé qué talla uso!

Narciso Rodríguez

La parranda

Review of level I1.2, 1.23, 8.2, 9.5, 10.3

139

repetition when comparing similar things









The written accent




Intercambio cultural

Los mercados al aire libre

1.3, 1.4, 1.5, 10.1









La plaza mayor Permiso de

manejar El metro de la

Ciudad de México

La carretera Panamerica-na

El barrio

1.6, 1.7, 7.1, 9.3

Spanish 2B Curriculum Alignment

The curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level II B include chapters 4A through 6B. While teacher input is crucial in any pacing criteria, the guide should be followed as closely as possible to ensure continuity between levels in a given school and within the system. All grammar in chapters 7A-9B will be introduced in level III.

140

Repaso (Pages 1-181) – General Review of Level II AObjectives Grammar Culture Standards







vocabulary

Review of level I





Stem-changing verbs










Saber and Conocer



141

on extracurricular activities




Express possession





Review of level I6.1, 9.2










Review of level I1.2, 1.23, 8.2, 9.5, 10.3







The written accent

1.3, 1.4, 1.5, 10.1

142








1.6, 1.7, 7.1, 9.3












1.10, 1.12, 1.8, 1.9, 4.2








Reciprocal actions

Prefixes



lazo El carnaval

1.11, 9.4, 10.3

143

on holidays and special events





Understand cultural perspectives on natural disasters


The preterite forms of the verbs oír, leer, creer, and destruir




Los volcanes En caso de

terremoto Las leyendas – the

volcanoes

1.13, 2.1, 6.2, 7.2








False cognates






1.12, 1.13, 5.1











1.14, 1.15, 9.6

La televisión: Capítulo 6B (320-343)

144

Objectives Grammar Culture Standards Discuss movie

plots and characters



Understand cultural perspectives on movies


The present perfect






Películas en otros idiomas

Explain foreign language films, dubbing, and subtitles.

1.16, 1.17, 3.1, 5.1

Spanish 2 Honors/ Pre-AP Curriculum AlignmentThe curriculum alignment that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging among the various levels in each school. Minimum requirements for Level II include Para Empezar through chapter 6B. While teacher input is crucial in any pacing criteria, the guide should be followed as closely as possible. All grammar in chapters 7-9 will be introduced in level 3.








vocabulary


Enrique Iglesias Los inmigrantes en

los Estados Unidos

Review of Level I





Compare the school rules

Stem-changing verbs



José Martí Las Notas ¿Más estrictos? Okapi Un nuevo escudo de

armas Guanajuato, México


145

and customs in other Countries with those of you own school








Making comparisons

Saber and Conocer


Las actividades extracurriculares

Los deportes más populares

Fernando Botero Celia Cruz El Ballet A bailar!






Express possession






La ropa de fiesta La familia y los

eventos especiales Los grandes teatros Como hacer un

poncho

Review of Level I6.1, 9.2

Un evento especial: Capítulo 2B (pages 98-125)Objectives Grammar Culture Standards


Talk about



¡No sé qué talla uso! Narciso Rodríguez La parranda

Review of Level I1.2, 1.23, 8.2, 9.5, 10.3

146

going shopping













The written accent




Intercambio cultural Los mercados al aire

libre

1.3, 1.4, 1.5, 10.1









La plaza mayor Permiso de manejar El metro de la

Ciudad de México La carretera

Panamerica-na El barrio

1.6, 1.7, 7.1, 9.3


147











1.10, 1.12, 1.8, 1.9, 4.2






Understand cultural perspectives on holidays and special events


Reciprocal actions

Prefixes



lazo El carnaval

1.11, 9.4, 10.3





Understand


The preterite forms of the verbs oír, leer, creer, and destruir




Los volcanes En caso de

terremoto Las leyendas – the

volcanoes

1.13, 2.1, 6.2, 7.2

148

cultural perspectives on natural disasters








False cognates






1.12, 1.13, 5.1











1.14, 1.15, 9.6

La televisión: Capítulo 6B (320-343)Objectives Grammar Culture Standards

Discuss movie plots and characters



Understand cultural perspectives on movies


The present perfect






Películas en otros idiomas

Explain foreign language films, dubbing, and subtitles.

1.16, 1.17, 3.1, 5.1

149

Spanish 3 Honors/ Pre-AP Curriculum Alignment

The Spanish 3 class should meet the needs of the serious Spanish student who plans to study in the college classroom. It is imperative that any grammar rules not covered in Spanish 1 or 2 be addressed in Spanish 3. The teacher should also thoroughly review grammar points previously taught. The teacher is encouraged to teach through chapter 6 and to include the conditional tense from chapter 8 in the Spanish 3 text. If time allows, teachers may pull additional grammar and vocabulary from subsequent chapters.

The Spanish 3 curriculum should emphasize speaking and writing to prepare the student for the demands of college-level Spanish. The students should be given opportunities to converse in Spanish and give brief oral presentations. Excerpts from Spanish literature, articles from Spanish newspapers and magazines, short stories and poems should be included in the Spanish 3 curriculum. Students should be required to write brief essays and to keep a journal in Spanish to improve students’ writing in Spanish.


Talk about school and non–school daily activities.

Describe your day before and after school.

Talk about weekend activities.

Describe special events and celebrations.

Irregular verbs Stem-changing

verbs in the present tense

Reflexive verbs Verbs that

conjugate like gustar

Possessive adjectives

Daily activities of young people

Skiing in Bariloche, Argentina

3.1, 8.1, 9.3

Días inolvidables: Capítulo 1 (pages 16-61)Objectives Grammar Culture Standards

Describe a visit to a national park

Talk about school competitions

Express your emotions regarding the outcome of an event

Narrate an event in the past

Understand cultural perspectives on family outings

Verbs with a spelling change and stem change in the preterite tense

Irregular verbs in the preterite

Imperfect tense. Uses of the

imperfect tense

The Chilean landscape

Nature in a Chilean national park

National Parks in South America

Ecocamps in Chile

Sports events in the Spanish world

The International Olympics of Math

Spanish-speakers and

3.1, 7.2, 8.5, 9.1, 10.1

150

football¿Cómo te expresas?: Capítulo 2 (pages 62-107)Objectives Grammar Culture Standards

Talk about the arts

Give an opinion about a work of art

Relate the arts to your own experiences

Describe how people express themselves

Narrate events in the past

Discuss some important artists of the Spanish-speaking world

Preterite vs. imperfect

Verb estar + participle

Ser and estar Verbs with

different meanings in the imperfect and preterite

Picasso and cubism

Interview ceramist Dina Bursztyn.

Artists: Carlos Enriquez, Diego Rivera, Osvaldo Guayasamin

The works of Miro and Dalí

Diego Rivera and his art

David Alfaro Siqueiros

Facundo Cabral

Museum of Tango

Marc Anthony Dancing salsa The zarzuela

3.2, 5.2, 6.2, 7.2, 8.2

¿Qué haces para estar en forma?: Capítulo 3 (pages 108-153)Objectives Grammar Culture Standards

Talk about symptoms and remedies

Give advice about health and nutrition

Express how you feel under certain circumstances

Tell others what to do

Understand cultural perspectives about health, physical fitness, and nutrition

Affirmative commands with tú

Affirmative and negative commands with Ud. And Uds.

Subjunctive: Regular and stem-changing verbs

Subjunctive: Irregular verbs

Rufino Tamayo Healing plants

in Latin America

Eating habits of Spanish teenagers

World Health Day

Physical education in Spain

3.1, 3.3, 7.2, 8.4

¿Cómo te llevas con las demás?: Capítulo 4 (pages 154-199)Objectives Grammar Culture Standards

Express how you relate to friends and family

Explain what is needed to

Subjunctive: Verbs of emotion

Por and para Commands with

nosotros Possessive

Eddie Rosado Ocasio

Spanish youth Día de la Rosa

y del Libro in Barcelona,

3.1, 7.2, 8.5

151

maintain friendships

Express how you feel under certain circumstances

Talk about family conflicts and how to resolve them

Understand cultural perspectives on dealing with friends and family

pronouns Spain Opinions of

Mexican teenagers about family relationships

The soap opera in Latin America

Carmen Lomas Garza

Paulina Rubio

Trabajo y comunidad: Capítulo 5 (pages 200-245)Objectives Grammar Culture Standards

Talk about ways of getting a job

Describe skills and abilities needed to perform a job

Talk about opportunities for volunteer work in your community

Explain how you can help your community

Understand cultural perspectives on dealing with student jobs and volunteer work

Present perfect Pluperfect Present perfect

subjunctive Demonstrative

adjectives and pronouns

Community gardens in Latin America

The meaning of work for the young people in Latin America

The Hispanic Heritage Awards Foundation

Immigrants seeking citizenship

Sociedad de Beneficencia Manuel Garcia

Jose Galvez, photographer

Silvio Rodriguez, singer

3.1, 7.2, 8.5, 9.3, 10.3

¿Qué nos trajerá el futuro?: Capítulo 6 (pages 246-291)Objectives Grammar Culture Standards

Talk about careers and professions

Talk about plans for the future

Explain the impact of science and technology on our lives

Understand

Future Future of

probability Future perfect

tense Uses of the direct

and indirect pronouns

Surrealism in art

Spanish young people still living with their parents

Hispanic youth working in Washington, D.C.

Technology of the future

1.1, 3.4, 6.1, 7.2, 10.3

152

cultural perspectives on jobs and technology

International high school

Life in the future

It is recommended for the teacher to teach the conditional tense from chapter 8. This will better prepare the students for level IV.

Spanish 4-5 Honors/AP or IB Curriculum Alignment

Spanish 4 can be taught as an Honors/Advanced Placement, or International Baccalaureate course which builds on the concepts learned in the first three levels of Honors/ Pre-AP Spanish. The course thoroughly reviews all concepts learned in the earlier levels and approaches them with more detail, emphasizing the exceptions and fine details necessary for AP/IB preparation. Students are asked to synthesize the concepts in papers, arguments, plays, and other advanced assignments. Other elements of the classroom can and should include historical studies, literary analysis, and community projects. In order for the class to be termed AP or IB, the teacher will have to complete the required training designated by each program. The AP/IB curricula must be approved by the College Board. Students must take the Advanced Placement Exam at the end of the course to receive AP weight of 2.0 or IB weight of 2.5.

Preliminar (pages 1-9)Objectives Grammar Culture Standards

Discussing interests and plans

Greeting others

El español en el mundo

El español de los EE.UU.

La población hispana en los EE.UU.

1.0, 7.0

Capítulo 1 (pages 10-45)Objectives Grammar Culture Standards

Saying what occurred in the past

Describing in the past

Narrating in the past

The preterite tense

The imperfect tense

Preterite vs. imperfect

The indicative tense

El siglo XX Alejandro

Filio Diego Rivera Kianny

Antigua Una

narración en el pasado

1.0, 2.0, 5.0


Saying how things used to be

Describing people and things

Discussing future issues

Expressing hopes and desires

Uses of ser estar, and haber

The future tense Spanish

subjunctive in noun clauses

The imperfect tense

The preterite and the imperfect

El movimiento ecológico costarricense

La monja enana

Antonio Berni José Rubial Expresa tu

opinión

1.0, 2.0, 5.0


153

Discussing human rights

Discussing foreign policy

Reacting to issues

The subjunctive with impersonal expressions

Direct and indirect object pronouns and the personal a

Gustar and similar verbs

Ser, estar y haber

The subjunctive in nominal clauses

Las arpilleras chilenas y las madres de la Plaza de Mayo

Millo Torres Carlos

Alonso Armando

Valladares Miguel

Hernandez

1.0, 2.0, 5.0


Talking about yourself and others: personality and routines

Describing people, things, and situations

Telling what has happened

Reflexive constructions

Agreement, form, and position of adjectives

The past participle and the present perfect tense

The subjunctive with impersonal expressions

The verb gustar and other similar verbs

El que dirán Willy Chrino Frida Kahlo Julia de

Birgos

1.0, 2.0, 5.0


Describing people, places, and things

Making confessions

Speculating about the future

Making resolutions

The subjunctive vs. the indicative in adjective clauses

The future perfect and pluperfect tenses

Comparisons with nouns, adjectives, verbs and adverbs, and superlatives, the present perfect

The future

Algunos gestos de los hispanos

La monja enana

Pablo Picasso

María Izquierdo

Carlos Eire

1.0, 2.0, 5.0


Discussing entertainment

Giving orders

The subjunctive vs. indicative in adverbial

El tango Fiel a la

Vega

1.0, 2.0, 5.0

154

Expressing wishes and possibilities

clauses Commands

(formal and informal)

The subjunctive with ojalá, tal vez, and quizás

The preterite and the imperfect

Ser y estar

Amalia Mesa-Bains

Augusto Monterroso


Comparing the past with the present

Expressing how long an action has been going on

Making excuses

Review of the preterite and imperfect

Hacer and desde in time expression

Por and para Verbs that

require a preposition before the infinitive

The pluperfect subjunctive tense

Comparison with equality and inequality

Los gitanos de España

Lou Briel José

Clemente Orozco

Alfonsina Storni

Nicolás Guillén

1.0, 2.0, 5.0


Discussing trends and tastes in food and recipes

Talking about what you wished for in the past

Expressing what you would do, or would have done

Discussing hypothetical situations

The imperfect subjunctive

The conditional and conditional perfect

The indicative or subjunctive in si-clauses

Present subjunctive in adjective clauses

Commands

Productos del Nuevo Mundo

Juan Luis Guerra y 4:40

Salvador Dalí Pablo

Neruda

1.0, 2.0, 5.0


Saying what might have been

Discussing

The pluperfect subjunctive

Uses of se Indefinite and

ASPIRA Ramon

Orlando Camilo Egas

1.0, 2.0, 5.0

155

social problems and personal excesses

Expressing ideas without attributing them to anyone

negative expressions

Por and para The subjunctive

and indicative in adverbial clauses

Soraya Izquierdo

Spanish AP Research and Design

The Spanish AP Research and Design class can be offered as a block course for 85 minutes (AP Spanish Research and Design), or may be offered as a year–long course for 45 minutes (AP Spanish Research and Design A and B). Example: Students may opt to sign up for either Part A (45 minutes per day) in the Fall Semester and/or Part B (45 minutes per day) in the Spring Semester. This class is designed to supplement the AP curriculum and aid the students in preparation for the AP exam. The course thoroughly reviews all concepts learned in earlier levels and provides in-depth study, emphasizing the exceptions and fine details necessary for the AP exam. Note: AP Research and Design A and/or B may be taught as a 5 th Block Class.

If AP research and Design is taught as a full year class, the teacher will be able to cover the suggested curriculum in the At-A-Glance Pacing Guide. If the student elects to take only Part B in the spring semester for 45 minutes per day class, it is up to the teacher’s discretion to cover the most important material and review as needed for the AP exam. Some changes will be necessary due to time constraints and the AP exam schedule.

Students will be asked to demonstrate their level of Spanish proficiency across three communicative modes (Interpersonal [interactive communication], Interpretive [receptive communication], and Presentational [productive communication]). In addition to grammar and vocabulary acquisition and review, students should be exposed to activities such as writing letters, speeches, and essays using both informal and formal register. There should also be a heavy emphasis on practice for the oral component of the exam and the class should be conducted entirely in Spanish. Assessments should be given at the end of each unit and all four skill areas should be assessed. In addition to formal assessments, AP practice exams should be given to the students to help them prepare for the exam.

Course content should reflect a wide variety of academic and cultural topics (the arts, history, current events, literature, culture, sports, etc.). Materials should include authentic resources in the form of recordings, films, newspapers, magazines, and Web sites.

The course seeks to develop integrated language skills that are useful in themselves and that can be applied to various activities and disciplines rather than a mastery of any specific subject matter. Training in integrating language skills and in synthesizing written and aural materials must be an integral part of the AP Spanish Language course.

Students need to be familiar with general differences and variations in accent and register of speakers of Spanish in formal and informal circumstances. Some examples of authentic sources that could be used in the classroom are radio and television programs, videos, and audio magazines. Recordings may be authentic and unabridged or they may be rerecorded versions. (Note: suggested materials are provided)

Reading in the AP Spanish classroom should be extensive and intensive. Teachers should assign a wide variety of authentic reading materials ranging from literary texts to newspapers, magazine articles, and online publications. These materials should come from various Spanish-speaking areas. (suggested materials are provided)

156

When preparing for the writing part of the exam, students should practice Interpersonal and Presentational writing tasks. When writing essays, students should allot time for planning, prewriting, and proofing. They should be given ample opportunities to practice synthesizing materials from several different formal and informal authentic sources so that they will be prepared to perform similar tasks on the exam.

To practice for the speaking part of the exam, students should be given ample opportunities to use Spanish in both the Interpersonal and Presentational modes. Practice should include tasks that require impromptu speech as well as prepared oral presentations. Students should be able to participate in group discussions and conversation role-plays with other students, as well as present information in front of their classmates. The goal is for them to be able to convey meaningful messages following the appropriate norms of spoken language, including developing a sense of registers, settings, adequate vocabulary, and ways to address different audiences.

Suggested Activities for AP Research and Design SpanishThe following sources are suggested, but are not limited to this list.

Writing Activities

1. Taking notes2. Writing personal letters and e-mail messages3. Letters of complaint4. Writing business letter5. Fill out an application6. Writing personal notes and messages7. Essay paper

Reading

http://www.abc.es/ http://www.elmundo.es/http://www.clarin.com/http://www.europapress.eshttp://www.universal.mexhttp://www.elexcelsior.mexhttp://www.miamiherald.ushttp://www.eltiempo.comhttp://www.granma.cu/http://diario.elmercurio.comhttp://www.authentik.com/

Television

http://www.cnn.com/espanol/http://www.univision.com/http://msnlatino.telemundo.com/http://tves.es

Radio

http://www.rtve.es/radio/http://www.unmultimedia.org

157

http://www.unmultimedia.org/

http://www.rtve.es/radio/

http://tves.es/

http://msnlatino.telemundo.com/

http://www.univision.com/

http://www.cnn.com/espanol/

http://www.authentik.com/

http://diario.elmercurio.com/

http://www.granma.cu/

http://www.eltiempo.com/

http://www.miamiherald.us/

http://www.elexcelsior.mex/

http://www.universal.mex/

http://www.europapress.es/

http://www.clarin.com/

http://www.elmundo.es/

http://www.abc.es/

Listening – Songs http://www.lyrics.com/

1. Las Niñas / España: Savia Negra2. Maná / México: Se me olvidó otra vez 3. Juanes / Colombia: A Dios le pido4. Susana Baca / Perú: María Llandó5. Shakira / Colombia: Pies Descalzos6. El Tri / México: ¿Dónde quedó la bolita?7. David Bisbal / España: Bulería8. Ricky Martín / Puerto Rico: Pégate9. Bajofondo Tango Club/ Argentina: Perfume10. Enrique Iglesias: España: Héroe11. Juan Luis Guerra / República Dominicana: El costo de la vida12. Buena Vista Social Club/ Cuba: El Cuarto de Tula13. Ricardo Arjona / Guatemala: Mojado14. Marc Anthonty / Estados Unidos: ¿Qué precio tiene el cielo?

Literatura Recomendada

1. La conciencia – Ana María Matute2. La llorona - Anónimo3. Como agua para chocolate – Laura Esquivel4. El nieto – Antonio Benítez Rojo5. Me besaba mucho – Amado Nervo6. La IWM mil – Alicia Yáñez Cossio7. Apocalipsis – Marco Denevi8. Rosamunda – Carmen Laforet9. Hombre pequeñito – Alfonsina Storni10. Me gustas cuando callas – Pablo Neruda11. El delantal blanco – Sergio Vodanovic12. La United Fruit Co. – Pablo Neruda13. Espuma y nada más – Hernando téllez14. Padre Nuestro – Nicanor Parra15. No speak English – Sandra Cisneros16. Una caja de plomo que no se podia abrir – José Luis González17. La poesía – Gustavo Pérez Firmat18. Imágenes photoshop – Edmundo Paz Soldán19. Tiempo libre – Guillermo Samperio20. El angel caído – Cristina Peri Rossi21. El sur – Jorge Luis Borges

Películas Recomendadas

1. Voces inocentes (2004) toma lugar durante la guerra civil en El Salvador durante los años 80.2. Machuca (2004) narra la historia de Gonzalo y Pedro, dos niños chilenos de clases sociales

distintas antes del asesinato del presidente Salvador Allende en 1973.3. Quinceañera (2006) nos cuenta de las dificultades en la vida de Magdalena, una joven

mexicanoamericana de un barrio en Los Ángeles.4. El abrazo partido (2004) se presente desde el punto de vista de Ariel, un joven judío nacido en

Buenos Aires.5. Sleep Dealer (2008) es la historia futurista de Memo, un joven mexicano que se sale de su

pueblo en el estado de Oaxaca.

158

http://www.lyrics.com/

6. El método (2004) nos enseña la interacción entre un grupo de candidatos que solicitan el mismo puesto de ejecutivo en una empresa de España.

7. Cama adentro (2006) nos presenta las relaciones entre la Sra. Beba Pujol y su empleada doméstica, Nora, quienes viven en Buenos Aires.

8. A Dios Momo (2005), Obdulio es un joven afro-uruguayo que vende periódicos en un barrio de Montevideo donde se celebra el carnival.

9. Al otro lado (2004) se divide en tres capítulos, cada uno es un lugar diferente, para contarnos tres versions de la misma historia: un padre que tiene que salir de su país en busca de trabajo y su hijo o hija que quiere seguirlo.

10. María, llena eres de gracia (2004) empieza en un pueblo de Bogotá, Colombia. Cuando María renuncia al trabajo que tiene, un amigo le ofrece el trabajo de «mula.»

11. El laberinto del fauno (2006) tiene lugar en España durante la Guerra Civil. Ofelia es una niña con mucha imaginación, a quien le gustan los cuentos de hadas.

12. Habana Blues (2005) narra la historia de un grupo de músicos cubanos que están a punto de ser reconocidos por un público internacional.

Spanish for Travelers (Elective)Duration: 1 Term (5th Block Class)

Spanish for Travelers is an elective course designed to familiarize students with basic cultural practices and essential Spanish language for traveling in a Spanish speaking Country. Spanish for travelers does not fulfill the course requirement for an advanced academic endorsement. Prerequisite: None

Note to Instructor: There is no textbook for this course, but recommended resources are included below. It is at the teacher’s discretion to choose appropriate and relevant resources to facilitate instruction.

MCPSS has developed a course of study for elective courses in Spanish. Course objectives were aligned to the Standards for Foreign Language Learning: Preparing for the 21st Century, published in 1996 by the American Council on the Teaching of Foreign Languages.

Unidad 1: Introduction• Geography• Greetings• Polite forms• Farewells • Introductions

Unidad 2: Basics• Numbers 1-31• Time• Days of the Week• Months of the Year• Age• Family

Unidad 3: Travel and Transportation• Passports and Visas• Travel agents• Trains, Planes and Buses• Customs

Unidad 4: Directions, Signs • Streets

159

• To be • Prepositions

Unidad 5: Communication and Currency• Currencies of the Spanish-speaking Countries• Numbers 31 - 100• ATMs• Telephones• Mail

Unidad 6: Restaurants and Entertainment• Food• Restaurants• Tipping • Ordering• Attractions• Sight seeing

Unidad 7: Shops, Shopping, and Stores• Clothing• Colors• Souvenirs

Unidad 8: Accommodations• Hotels• Hostels• Home Stays

Unidad 9: Emergencies• Ailments• Accidents• Crime - Pickpockets• Embassies

Suggested Readings:Habegger, Larry, ed. and Pearlman, Natanya, ed. Travelers' Tales Central America: True Stories. Travelers’ Tales. 2002. Print.Havens, Lorena. The People's Guide to Mexico. Avalon Travel Publishing. 2006. Print Hemingway, Ernest. The Sun Also Rises. New York: Scribner, 1954. Print.McCauley, Lucy, ed. Travelers’ Tales Spain: True Stories. Travelers’ Tales. 2002. Print.Michener, James A. Iberia. Random House 1968. Print.O’Reilly, James, ed. Travelers’ Tales Mexico: True Stories. Travelers’ Tales, 2001. Print.Tremlett, Giles. Ghosts of Spain: Travels through Spain and Its Silent Past. Walker & Company. 2008. Print.

160

High School Spanish At-A-Glance and Pacing Guides

Note: Assessments should not all be paper and pencil tests. Alternative forms of assessments are strongly encouraged.

161


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014First and Second Quarters

Subject: Spanish 1 (Regular) – 1 credit

COS # WEEK Standards/Objectives Dates:Taught Tested

1.0

2.0

3.05.0

Week 1 1.1 Use numbers to tell time and dates (Para Empezar)

1.2 Discuss things in the classroom1.3 Describe weather conditions2.1 Respond to classroom directions2.2 Ask questions about new words and phrases 3.4 Introduce oneself to others5.1 Greet people at different times of day

To accommodate schedule, these objectives will take 2 weeks in Second Semester.

1.0

2.06.0

8.0

Week 21.1 Compare weather in Northern and Southern hemispheres2.1 Discuss things related to the calendar6.1 Describe calendars of Spanish speaking cultures 8.1 Use the alphabet to spell words


1.0

2.0

Week 3 1.1 Read about activities of others1.3 Identify cultural elements of Spanish countries 1.4 Express likes and dislikes (1A)2.3 Ask others about likes and dislikes2.1 Give oral presentations about activities and preferences

162


1.0

2.0

3.0

Week 4 1.2 Read and understand passages about personalities (1B)1.5 Discuss what people are like2.4 Ask people to talk about themselves and others3.4 Describe one’s own personality traits


1.0

7.0

Week 5 1.6 Discuss school schedules and subjects (2A)1.7 Discuss what students do in a typical day7.1 Identify cultural perspectives on friendships

AHSGE will be given here First Semester. Plan accordingly.

1.0

6.010.0

Week 6 1.8 Describe a classroom (2B)1.9 Indicate where things are located6.3 Compare currencies of Spanish countries10.1 Compare school in the U.S. with school in a Spanish country


1.0

11.0

Week 7 1.10 Discuss food and beverages for breakfast and lunch (3A)11.0 Identify situations where Spanish language skills may be applied beyond the classroom setting

1.0

2.03.06.0

10.0

Week 8 1.1 Express how often something is done1.12 Discuss food and beverages for dinner (3B)2.1 Guess words and phrases based on context3.7 Discuss food, health and exercise choices 6.4 Identify typical breakfast and lunch foods of Spanish countries10.2 Identify cultural perspectives on meals


163


1.03.0

4.0

9.0

Week 9 1.12 Discuss food and beverages for dinner3.5 Describe what people or things are like3.1 Express main ideas from print and non-print materials4.1 Read aloud passages, poems, or songs with appropriate pronunciation and intonation 9.1 Compare holidays and celebrations of Spanish culture with those of the U.S.

PLAN will be given Oct 16-23 First Semester. Plan accordingly.

Teacher Made End of the Quarter Test will be administered.

1.0

3.0

Week 10 1.13 Discuss locations in the community (4A) 1.25 Learn how to ask questions1.3 Identify places one goes and with whom3.7 Discuss leisure activities


1.0 Week 11 1.14 Discuss activities outside of school (4B)1.15 Discuss when an event happens


1.05.0

9.0

10.0

Week 12 1.16 Express possession (5A) 5.2 Extend, accept and decline invitations in a culturally appropriate manner9.1 Identify holidays and events of Spanish countries10.1 Identify cultural perspectives on after-school activities

2.03.06.09.0

Week 13 2.5 Ask and tell ages3.8 Describe families 6.5 Identify family structure of Spanish cultures9.2 Discuss celebrations and parties


1.0

2.05.09.0

10.0

Week 14 1.3 Identify cultural elements of Spanish countries 1.16 Describe family members and friends (5B)2.2 Order a meal in a restaurant5.2 Ask for items in a culturally appropriate manner9.3 Discuss family celebrations10.6 Identify cultural perspectives on families

164


10.0 Week 15 10.7 Identify cultural perspectives on family celebrations

EOCs will be given at some time during the last four weeks of First Semester. Plan accordingly.

(Thanksgiving Holidays)

1.0

3.04.0

6.0

Week 16 1.18 Describe bedroom items and electronic equipment (6A)1.19 Compare various objects in present tense3.9 Discuss one’s bedroom4.0 Read aloud proverbs, short poems, and songs in Spanish with appropriate pronunciation and intonation6.6 Identify cultural aspects of homes in Spanish countries


AHSGE will be given this week First Semester. Plan accordingly.

1.0

3.010.0

Week 17Dec 9-13

1.20 Identify rooms in a house (6B)1.21 Name household chores 3.10 Discuss where one lives10.8 Identify cultural perspectives on different types of housing10.9 Discuss clothes, shopping, and places (7A)



1.0

3.06.0

10.0

Week 18Dec 16 -

20

1.26 Point out specific items using Spanish language3.11 Describe plans6.7 Identify markets and stores of target cultures10.9 Identify cultural perspectives on shopping

To accommodate extra time in Second Semester, teacher may want to include further review of grammar structures and cultural facts.


Review for Teacher Made EQTEnd of Quarter Test will be given.

165


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014Third and 4th Quarters

Subject: Spanish 1 (Regular) – 1 credit


1.0

2.0

3.05.0

Week 1Jan 6-10

1.2 Use numbers to tell time and dates (Para Empezar)



1.0

2.06.0

8.0

Week 2Jan 13-17 1.1 Compare weather in Northern and

Southern hemispheres2.1 Discuss things related to the calendar6.2 Describe calendars of Spanish speaking cultures 8.1 Use the alphabet to spell words


1.0

2.0

Week 3Jan 20-24(4 Days)

1.1 Read about activities of others1.3 Identify cultural elements of Spanish countries 1.4 Express likes and dislikes (1A)2.3 Ask others about likes and dislikes2.1 Give oral presentations about activities and preferences

1.0

2.0

3.0

Week 4Jan 27-31

1.2 Read and understand passages about personalities (1B)1.5 Discuss what people are like2.4 Ask people to talk about themselves and others3.6 Describe one’s own personality traits


1.0

7.0

Week 5Feb 3-7

1.10 Discuss school schedules and subjects (2A)1.11 Discuss what students do in a typical day7.1 Identify cultural perspectives on friendships


167


1.0

6.010.0

Week 6Feb 10-

14

1.12 Describe a classroom (2B)1.13 Indicate where things are located6.4 Compare currencies of Spanish countries10.1 Compare school in the U.S. with school in a Spanish country


1.0

11.0

Week 7Feb 17-

21

1.10 Discuss food and beverages for breakfast and lunch (3A)11.0 Identify situations where Spanish language skills may be applied beyond the classroom setting

1.0

2.03.06.0

10.0

Week 8Feb 24-

28

1.2 Express how often something is done1.12 Discuss food and beverages for dinner (3B)2.1 Guess words and phrases based on context3.7 Discuss food, health and exercise choices 6.4 6.1 Identify typical breakfast and lunch foods of Spanish countries10.3 Identify cultural perspectives on meals


1.03.0

Week 9Marc3-7(2 days)

1.12 Discuss food and beverages for dinner3.7 Describe what people or things are like

(Mardi Gras Holiday)3.0

4.0

9.0

Week 10Mar 10-

14

3.1 Express main ideas from print and non-print materials4.1 Read aloud passages, poems, or songs with appropriate pronunciation and intonation 9.1 Compare holidays and celebrations of Spanish culture with those of the U.S.

Review for EQTEnd of Quarter Test will be given here

1.0

3.0

Week 11Mar 17 –

21

1.13 Discuss locations in the community (4A) 1.25 Learn how to ask questions1.3 Identify places one goes and with whom3.7 Discuss leisure activities

(AHSGE 12th graders only)

1.0 Week 12Mar 24 -

28

1.17 Discuss activities outside of school (4B)1.18 Discuss when an event happens


168


1.05.0

9.0

10.0

Week 13Mar 31-April 4

1.16 Express possession (5A) 5.2 Extend, accept and decline invitations in a culturally appropriate manner9.2 Identify holidays and events of Spanish countries10.1 Identify cultural perspectives on after- school activities

2.03.06.0

9.0

Week 14April 7-11

2.6 Ask and tell ages3.9 Describe families 6.5 Identify family structure of Spanish cultures9.2 Discuss celebrations and parties


April 14-18

Spring Break

1.0

2.05.0

Week 15April 21-

25

1.3 Identify cultural elements of Spanish countries 1.19 Describe family members and friends (5B)2.3 Order a meal in a restaurant5.3 Ask for items in a culturally appropriate manner(April 22 ACT Plus Writing 11th graders)

9.010.0

Week 16April 28 –

May 2

9.3 Discuss family celebrations10.6 Identify cultural perspectives on families10.7 Identify cultural perspectives on family Celebrations


1.0

3.04.0

6.0

Week 17May 5-9

1.18 Describe bedroom items and electronic equipment (6A)1.19 Compare various objects in present tense3.9 Discuss one’s bedroom4.0 Read aloud proverbs, short poems, and songs in Spanish with appropriate pronunciation and intonation6.6 Identify cultural aspects of homes in Spanish countries

1.0

3.06.0

10.0

Week 18May 12-

16


169


To accommodate extra time in Second Semester, the teacher may want to include further review of grammar structures and cultural facts.


Week 19 To accommodate extra time in Second Semester, teacher may want to include further review of grammar structures and cultural facts.


Week 20 To accommodate extra time in Second Semester, teacher may want to include further review of grammar structures and cultural facts.

Review for Teacher Made End of the Quarter Test


Week 21 End of Quarter Test will be given here


170

MOBILE COUNTY PUBLIC SCHOOL SCHOOLSDIVISION OF CURRICULUM AND INSTRUCTION

HIGH SCHOOL PACING GUIDE AT A GLANCE 2013-2014Spanish 1A (5th Block Class) - ½ Credit))

Duration: 1 TermFirst Quarter = 44 Days


1.0

3.05.0

Week 1 1.3 Use numbers to tell time and dates Para Empezar2.3 Respond to classroom directions3.8 Introduce oneself to others5.1 Greet people at different times of day


1.0

2.0

Week 2

1.2 Discuss things in the classroom1.3 Describe weather conditions2.2 Ask questions about new words and phrases


6.0

8.0

Week 3 6.3 Describe calendars of Spanish speaking cultures

8.1 Use the alphabet to spell words


1.0

2.0

Week 4 1.1 Compare weather in Northern and Southern hemispheres2.1 Discuss things related to the calendar


1.0

2.0

Week 5 1.1 Read about activities of others 1.4 Express likes and dislikes (1A)2.3 Ask others about likes and dislikes

Review and AssessmentAHSGE will be given here. Plan accordingly.

1.0

2.0

Week 6 1.3 Identify cultural elements of Spanish countries 2.1 Give oral presentations about activities and preferencesReview and Assessment.

1.02.0

Week 7 1.5 Discuss what people are like2.4 Ask people to talk about themselves and othersReview and Assessment

171

1.0

3.0

Week 8 1.2 Read and understand passages about personalities (1B)3.4 Describe one’s own personality traits


7.0 Week 9 7.1 Identify cultural perspectives on friendships

PLAN Oct. 16-23; plan accordingly.

Review for EQT-

Teacher Made End of Quarter Test will be given.


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014Second Quarter = 40 Days

Subject Spanish 1A – ½ Credit


Taught Tested1.0 Week 10

1.14 Discuss school schedules and subjects (2A)1.15 Discuss what students do in a typical day


1.010.0

Week 11 1.16 Describe a classroom (2B)10.1 Compare school in the U.S. with school in a Spanish country


6.01.0

Week 12 6.5 Compare currencies of Spanish countries1.9 Indicate where things are located


AHSGE will be given here 2nd Semester. Plan accordingly.

1.0

11.0



172

1.02.06.0

Week 14 1.3 Express how often something is done2.1 Guess words and phrases based on context6.4 Identify typical breakfast and lunch foods of Spanish countries


1.0

10.03.0

Week 15 1.12 Discuss food and beverages for dinner (3B)10.4 Identify cultural perspectives on meals3.7 Discuss food, health and exercise choices(Thanksgiving Holidays)


EOCs will be given these 4 weeks; plan accordingly.

3.0

1.0

Week 16 3.9 Describe what people or things are like3.1 Express main ideas from print and non- print materials1.12 Discuss food and beverages for dinner


AHSGE will be given here; plan accordingly.

9.0

4.0

Week 17 9.1 Compare holidays and celebrations of Spanish culture with those of the U.S.4.1 Read aloud passages, poems, or songs with appropriate pronunciation and intonationReview and Assessment

Week 18 Review for EQTTeacher Made End of Quarter Test will be given

MOBILE COUNTY PUBLIC SCHOOL SCHOOLSDIVISION OF CURRICULUM AND INSTRUCTIONHIGH SCHOOL PACING GUIDE AT A GLANCE

Spanish 1B -1/2 Credit (5th Block Class)Duration: 1 Term

Third Quarter = 45 Days – ½ Credit

173


Taught Tested1.0 Week 19 1.13 Discuss locations in the community (4A)

1.25 Learn how to ask questions


COS # Week 20 Standards/Objectives Dates:

Taught Tested

1.03.0

Week 21 1.3 Identify places one goes and with whom3.7 Discuss leisure activities


10.0

11.0

Week 22 10.4 Identify cultural perspectives on leisure activities 11.0 Identify situations and resources in which Spanish language may be applied beyond the classroom setting


1.0 Week 23

1.20 Discuss activities outside of school (4B)1.21 Discuss when an event happens


5.0

10.0

Week 24

5.4 Extend, accept and decline invitations in a culturally appropriate manner10.6 Identify holidays and events of Spanish countries


10.0

1.0

Week 25 10.6 Identify cultural perspectives on after- school activities1.17Express possession (5A)


2.03.0

Week 26 2.7 Ask and tell ages3.10Describe families


6.09.0

Week 27 6.5 Identify family structure of Spanish cultures9.2 Discuss celebrations and parties


1.010.0

Week 28 1.3 Identify cultural elements of Spanish countries 10.6 Identify cultural perspectives on families

174

(Mardi Gras Holiday)1.0 Week 29 1.17 Describe family members and friends (5B)

Review for EQTTeacher Made End of Quarter Test will be given

2.05.0

Week 30 2.4 Order a meal in a restaurant5.5 Ask for items in a culturally appropriate

Manner


9.010.0

Week 31 9.3 Discuss family celebrations 10.7 Identify cultural perspectives on family celebrations


1.0

4.0

Week 32 1.18 Describe bedroom items and electronic Equipment (6A)1.19 Compare various objects in present tense4.1 Read aloud proverbs, short poems, and songs in Spanish with appropriate pronunciation and intonation


April 14-18

Spring Break

3.06.0

Week 33 3.9 Discuss one’s bedroom6.6 Identify cultural aspects of homes in Spanish countries

(April 22 ACT)


1.0

3.0

Week 34 1.20 Identify rooms in a house (6B)1.21 Name household chores3.10 Discuss where one lives


10.0

1.0

Week 35 10.10 Identify cultural perspectives on different types of housing1.22 Discuss clothes, shopping, and places (7A)


1.0

3.0

Week 36 1.26 Point out specific items using Spanish language3.11 Describe plans

Review and Assessment6.0 Week37 6.7 Identify markets and stores of target

175

10.0 cultures 10.9 Identify cultural perspectives on shopping

Review for EQTTeacher Made End of Quarter Test will be given here


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014Term 1

Subject: Spanish 1 (Honors/Pre-AP) – 1 Credit


1.0

2.0

3.05.0

Week 1 1.4 Use numbers to tell time and dates (Para Empezar)


Honors/Pre-APStudents will bring and decorate their portfolio.


1.0

2.06.0

8.0

Week 2

1.1 Compare weather in Northern and Southern hemispheres2.1 Discuss things related to the calendar6.4 Describe calendars of Spanish speaking cultures 8.1 Use the alphabet to spell words

Honors/Pre-AP Students research Pamplona and los

sanfermines (TE p. 16) Students write a television program guide

with the names and times of their favorite programs (TE p. 8) Place this in your portfolio

Pre-AP test bank


176


1.0

2.0

Week 3 1.1 Read about activities of others1.3 Identify cultural elements of Spanish countries 1.4 Express likes and dislikes (1A)2.3 Ask others about likes and dislikes2.1 Give oral presentations about activities and preferences

Honors/Pre-AP Introduce regular AR verb conjugation Have students write a paragraph

describing what they like to do, what they do not like to do and what they do not like to do at all (TE p. 36) Place this in your portfolio

Pre-AP test bank

1.0

2.0

3.0

Week 4 1.2 Read and understand passages about personalities (1B)1.5 Discuss what people are like2.4 Ask people to talk about themselves and others3.10Describe one’s own personality traits

Honors/Pre-AP Introduce regular ER & IR verb conjugation

Have students review the video historia and list all the nouns and their corresponding articles Students can exchange lists to compare answers (TE p. 60)

Review and Assessment Pre-AP test bank

Review and Assessment1.0

7.0

Week 5 1.18 Discuss school schedules and subjects (2A)1.19 Discuss what students do in a typical day7.1 Identify cultural perspectives on friendships

Honors/Pre-AP

Have students prepare a schedule of their classes (TE p. 74). Place this in your portfolio

Pre-AP test bank


177


1.0

6.010.0

Week 6 1.20 Describe a classroom (2B)1.21 Indicate where things are located6.6 Compare currencies of Spanish countries10.1 Compare school in the U.S. with school in a Spanish country

Honors/Pre-AP:Demonstrate the importance of body language (TE p. 107)

Pre-AP test bank


1.0

11.0


Honors/Pre-AP:

Have students use the Conexiones: La Historia reading in Actividad 9 to begin a research project about the development of the Spanish colonies in Central and South America after the arrival of Columbus. Have students focus on the trade that occurred between Spain and the New World. (TE p. 130). Place this in your portfolio.

Pre-AP test bank

1.0

2.03.06.0

10.0

Week 8 1.4 Express how often something is done1.12 Discuss food and beverages for dinner (3B)2.1 Guess words and phrases based on context3.7 Discuss food, health and exercise choices 6.4 Identify typical breakfast and lunch foods of Spanish countries10.5 Identify cultural perspectives on meals

Honors/Pre-AP:Have students learn about the Amazon rainforest. (TE p. 164).


178


1.03.0

4.0

9.0

Week 9 1.12 Discuss food and beverages for dinner3.11Describe what people or things are like3.1 Express main ideas from print and non-print materials4.1 Read aloud passages, poems, or songs with appropriate pronunciation and intonation 9.1 Compare holidays and celebrations of Spanish culture with those of the U.S.

Review and Quarter ExaminationPre-AP test bank

Review for EQT-Teacher Made End of Quarter Test will be given


1.0

3.0

Week 10 1.13 Discuss locations in the community (4A) 1.25 Learn how to ask questions1.3 Identify places one goes and with whom3.7 Discuss leisure activities

Honors/Pre-AP:Have students create a calendar for the coming month on which they label where they are going and at what times. (TE p. 172). Place this in your portfolioPre-AP test bank


1.0 Week 11 1.22 Discuss activities outside of school (4B)1.23 Discuss when an event happens

Honors/Pre-AP:Have students write an original sentence using each one of the places mentioned in Actividad 5 (TE p. 176) Place this in your portfolio.


179


1.05.0

9.0

10.0

Week 12 1.16 Express possession (5A) 5.2 Extend, accept and decline invitations in a culturally appropriate manner9.3 Identify holidays and events of Spanish countries10.1 Identify cultural perspectives on after-school activities

Honors/Pre-AP:Ask students to make a small poster presenting their hero, including a photo. (TE p. 232) Place this in your portfolio.

Pre-AP test bank

2.03.06.0

Week 13 2.8 Ask and tell ages3.11 Describe families 6.5 Identify family structure of Spanish cultures9.2 Discuss celebrations and parties

Honors/Pre-AP:Assign a Spanish-speaking country. Have them make a decorative poster size chart for a festival or celebration particular to that country. (TE p. 228).

Pre-AP test bank


1.0

2.05.0

9.010.0

Week 14 1.3 Identify cultural elements of Spanish countries 1.24 Describe family members and friends (5B)2.5 Order a meal in a restaurant5.6 Ask for items in a culturally appropriate manner9.3 Discuss family celebrations10.6 Identify cultural perspectives on families

Honors/Pre-AP: Have students write a short paragraph describing their idea of a tidy bedroom. (TE p. 274) Place this in student portfolio Pre-AP test bank

180


10.0 Week 15)

10.7 Identify cultural perspectives on family Celebrations

Honors/Pre-AP:Ask students to use the Internet or other resources to find information on how living arrangements in Spanish-speaking countries differ between rural areas and urban ones. (TE p. 310)




1.0

3.04.0

6.0

Week 16 1.18 Describe bedroom items and electronic equipment (6A)1.19 Compare various objects in present tense3.9 Discuss one’s bedroom4.0 Read aloud proverbs, short poems, and songs in Spanish with appropriate pronunciation and intonation6.6 Identify cultural aspects of homes in Spanish countries

Honors/Pre-AP:Tell students they have $100.00 to spend on clothes. Ask them to write sentences telling what items they would like to buy and their cost. (TE p. 328). Place this in your portfolio



1.0

3.010.0

Week 17Dec 9-13

1.20 Identify rooms in a house (6B)1.21 Name household chores 3.10 Discuss where one lives10.10 Identify cultural perspectives on different types of housing10.11Discuss clothes, shopping, and places (7A)

Honors/Pre-AP: Have students write a paragraph about a tradition of one of the Spanish-speaking countries. (TE p. 336) Place this in your portfolio



181


1.0

3.06.0

10.0

Week 18Dec 16 -20


To accommodate extra time in Second Semester, teacher may want to include further review of grammar structures and cultural facts.


Review for EQTTeacher Made End of Quarter Test will be given.


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014Duration: Term 1

Subject: Spanish 2 Regular- 1 Credit


Week 1-2 Review information from Level 1 (Para empezar) Talk about what you and other people are like Tell where you and others are from Talk about what you and others do Talk about how often you do certain things


182


8.0

9.0

5.0

Week 3 Review information from Level I (1A) Describe classroom objects and activities Talk about classroom rules

8.1 Compare affirmative and negative words of a Spanish language with English9.1 Compare rules of classrooms from Spanish cultures to those of the United States5.1 Describe practices within the cultures where Spanish language is spoken

1.03.09.0

Week 4 Review information from Level I (1B) Compare people and things Say what people know or what they know how

to do Say with whom or what people are familiar

1.20 Describe what people generally do3.1 Discuss activities one has done9.2 Compare special events of a Spanish culture with the U.S.


9.0

6.0

Week 5 Review information from Level I (2A) Talk about daily routines Describe people and things Express possession

9.2 Compare special events of Spanish culture with the U.S.6.1 Explain the influence of geography of a Spanish culture’s clothing, food, and housing

AHSGE will be given here 1st Semester. Plan accordingly.

9.0

1.0

Week 6 Review information from Level I (2B) Describe clothing and fashion

9.5 Compare shopping traditions of Spanish culture to the U.S.1.2 Talk about the past using the preterite of regular verbs1.23 Point out specific objects


8.010.01.0

Week 7 8.2 Avoid repetition when comparing similar things10.3 Describe holiday celebrations of Spanish culture1.3 Talk about things done and the location of the past events (3A)

183


1.0

10.0

Week 8 1.4 Explain why certain events did not take place1.5 Describe items and location of items purchased10.1 Describe shopping and/or markets in Spanish culture


1.0

7.09.0

Week 9 1.6 Giving directions for traveling to places (3B)1.7 Give a friend directions for a task7.1 Discussing driving and good driving habits9.3 Discuss cultural perspectives on neighborhoods

Quarter Exam in 1 Semester

1.0

4.0

Week 10 1.8 Discuss childhood toys, games, and Activities (4A)1.9 Describe what one was like as child1.12 Describe past situations and Settings1.10 Discuss to or for whom something is done4.2 Recite from memory childhood songs in Spanish language using appropriate pronunciation and Intonation

PLAN Testing: Plan accordingly

10.0

1.09.0

Week 11 10.3 Describe holiday celebrations of Spanish culture (4B)1.11 Describe people, places and situations in the past9.4 Compare holiday celebrations of a Spanish culture to the U.S.

7.0

1.0

6.0

Week 12 7.2 Discuss emergencies, crises, rescues and heroic acts (5A)1.13 Describe an accident scene, including injuries and treatments6.2 Describe geographic conditions that affect the weather of Spanish countries


2.0

1.0

Week 13 2.1 Recognize main ideas and important details of passages1.13 Describe an accident scene, including injuries and treatments (5B)


184


1.05.0

1.0

Week 14 1.12 Describe past situations and settings5.1 Describe practices within the cultures where Spanish language is spoken1.14 Talk about what is seen on television (6A)1.15 Explain feelings in relation to watching television

1.05.0

1.0

Week 15 1.12 Describe past situations and settings5.1 Describe practices within the cultures where Spanish language is spoken1.14 Talk about what is seen on television (6A)1.15 Explain feelings in relation to watching television

(Review and Assessment

9.01.0

Week 16 9.6 Compare television watching in Spanish countries with the U.S.1.16 Discuss movie plots and characters (6B)

Review and AssessmentAHSGE testing: Plan accordingly

1.03.05.0

Week 17-18

1.17 Give opinions about movies3.1 Discuss activities one has done5.1 Describe practices within the cultures where Spanish language is spoken

EOC testing: Plan accordingly

Week 19 Review for EQTTeacher Made End of Quarter Test will be given.

185


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014Duration: 1 Term

Subject Spanish 2 Honors


2.0

4.0

Week 1-2 Review information from Level 1 (Para empezar) Talk about what you and other people are like Tell where you and others are from Talk about what you and others do Talk about how often you do certain things

2.1 Recognize main ideas and important details of passages4.1 Recite poem in Spanish language using appropriate pronunciation and intonation

Review and AssessmentHonors/Pre-AP:

Students receive and decorate their portfolio folders (if not available from Spanish I)

Assign students a Spanish-speaking country. They will research the country and make a PowerPoint to present to the class.

Discoveryeducation.com review-present tense

Portfolio-Write diamante poem (text p.13) Students research the 5 day forecast for

the city of their choice and prepare a presentation of that weather either on the computer or by hand including the name of the city, days labeled, illustrations and written descriptions of each day’s weather, and the temperature for each day. (suggest teacher-made model)

Pre-AP test bank

186


8.0

9.0

5.0

Week 3 Review information from Level I (1A) Describe classroom objects and activities Talk about classroom rules

8.1 Compare affirmative and negative words of a Spanish language with English9.1 Compare rules of classrooms from Spanish cultures to those of the United States5.1 Describe practices within the cultures where Spanish language is spokenHonors/Pre-AP:

TE p.35-Students work in groups to create 1 multiple choice question for their assigned section of reading p.35.

Pre-AP test bank

1.03.09.0

Week 4 Review information from Level I (1B) Compare people and things Say what people know or what they know how

to do Say with whom or what people are familiar

1.20 Describe what people generally do3.1 Discuss activities one has done9.2 Compare special events of a Spanish culture with the U.S.Honors/Pre-AP:

Write descriptive sentences for pictures pp.52, 54, and 57 in groups of 4-5.

Read and respond to Isabel Allende Paula Lecturas para hispanohablantes 2 pp.76-78

Students create a course description for their grade level at their school (see TE p.64)

Portfolio-Written description of extracurricular activities as per p.65. 3-5 sentences.

Discoveryeducation.com-Latin music: origins and styles

Pre-AP test bankReview and Assessment

187


9.0

6.0

Week 5 Review information from Level I (2A) Talk about daily routines Describe people and things Express possession

9.2 Compare special events of Spanish culture with the U.S.6.1 Explain the influence of geography of a Spanish culture’s clothing, food, and housingHonors/Pre-AP:

TE p.90-Students work with a partner to tell which classes they would take at Instituto Superior de Arte and why, including any experiences they have already had.

Discoveryeducation.com- reflexive verbs; ser and estar; possessive adjectives

Pre-AP test bank

AHSGE will be given. Plan accordingly.

9.0

1.0

Week 6 Review information from Level I (2B) Describe clothing and fashion

9.5 Compare shopping traditions of Spanish culture to the U.S.1.2 Talk about the past using the preterite of regular verbs1.23 Point out specific objectsHonors/Pre-AP:

Students use magazine pictures or illustrations to create a clothing store ad as per p.102 TE

Students write a 5 sentence paragraph telling about a recent shopping experience. They will include where they went, what they bought, sizes, materials, prices for purchases, and method of payment.

Portfolio-Students write a 5 sentence paragraph describing what they usually wear to friends’ parties and why as per TE p.116.

Discoveryeducation.com-preterit; demonstrative adjectives

Pre-AP test bank


188


8.010.01.0

Week 7 8.2 Avoid repetition when comparing similar things10.3 Describe holiday celebrations of Spanish culture1.3 Talk about things done and the location of the past

events (3A)Honors/Pre-AP:

Students write a summary of Neruda’s poem act.16 p.141.

Portfolio-Students write a post card about where they went over the weekend as per TE p.152.

Discoveryeducation.com-direct object pronouns

Pre-AP test bank

1.0

10.0

Week 8 1.4 Explain why certain events did not take place1.5 Describe items and location of items Purchased10.1 Describe shopping and/or markets in Spanish cultureHonors/Pre-AP:

Students translate reading pp.174-175. Portfolio-Students write set of directions

for school visitors with the starting point as the office and the end point some other destination in the school as per TE p.164

Discoveryeducation.com-informal commands; present progressive

Pre-AP test bank


1.0

7.09.0

Week 9 1.6 Giving directions for traveling to places (3B)1.7 Give a friend directions for a task7.1 Discussing driving and good driving Habits9.3 Discuss cultural perspectives on NeighborhoodsHonors/Pre-AP:

Students translate reading pp.174-175. Portfolio-Students write set of directions

for school visitors with the starting point as the office and the end point some other destination in the school as per TE p.164

Discoveryeducation.com-informal commands; present progressive

Pre-AP test bank

Teacher Made End of the Quarter Test

189


1.0

4.0

Week 10 1.8 Discuss childhood toys, games, and activities (4A)1.9 Describe what one was like as child1.12 Describe past situations and settings1.10 Discuss to or for whom something is done4.2 Recite from memory childhood songs in Spanish language using appropriate pronunciation and intonationHonors/Pre-AP:

Portfolio-Students write 5 sentences about a childhood pet or favorite stuffed animal using the imperfect as per TE p.190

Discoveryeducation.com-imperfect tense Pre-AP test bank

PLAN Testing: Plan accordingly

10.0

1.09.0

Week 11 10.3 Describe holiday celebrations of Spanish culture (4B)1.11 Describe people, places and situations in the past9.4 Compare holiday celebrations of a Spanish culture to the U.S.Honors/Pre-AP:

Teacher will read Fondo cultural p.220 twice and students will jot down main ideas from the selection, and then write a summary of the selection after class discussion.

Pre-AP test bank

7.0

1.0

6.0

Week 12 7.2 Discuss emergencies, crises, rescues and heroic acts (5A)1.13 Describe an accident scene, including injuries and treatments6.2 Describe geographic conditions that affect the weather of Spanish countries

Honors/Pre-AP:Students work in pairs to create 3 multiple choice questions about selection pp.256-257 to be compiled for daily quiz grade on following day.Portfolio-Students will make an ad to sell their own home including a drawing or photo.

Honors/Pre-AP: Portfolio-Students write a review of a

disaster movie. They should include details about what they heard about the movie beforehand, what they thought the movie would be about, and their opinion after watching the movie.

Pre-AP test bank

190


2.01.0

Week 13 2.1 Recognize main ideas and important details of passages1.13 Describe an accident scene including injuries and

treatments (5B)Honors/Pre-AP:

Students write a 5 sentence paragraph about an accident that they’ve had in the past including details about any injuries.

Read Gabriel García Márquez “Una resurrección en tierra extrana” Lecturas para hispanohablantes 2

Portfolio-Students will draw a person (about the size of an 8.5X11 piece of paper). After reviewing body parts, students will illustrate and label injuries and body parts on their person as per their vocabulary.

Pre-AP test bank1.05.0

1.0

Week 14Nov 18 -222

1.12 Describe past situations and settings5.1 Describe practices within the cultures where Spanish language is spoken1.14 Talk about what is seen on television (6A)1.15 Explain feelings in relation to watching televisionHonors/Pre-AP:

Teacher plans Internet activity using Univision or Telemundo or other Spanish language channel/program via internet.

Play matamoscas with sports vocabulary as per p.52 Pre-AP resource book.

Teacher will read a short section from pp.310-311 for students to transcribe as a dictation activity (suggested, Tito el manatí p.311).

Copy and translate the timeline from p.304 act.15.

Students will give an oral presentation about their favorite TV show including a description, when it comes on, something that happened in a recent episode, how they felt about the episode, what they liked/didn’t like.

Portfolio-Teacher will give students a channel guide for 4 local channels, and students will translate the information given.

Discoveryeducation.com-Salvador Dalí

Pre-AP test banks


191


1.05.0

1.0

Week 15 1.12 Describe past situations and settings5.1 Describe practices within the cultures where Spanish language is spoken1.14 Talk about what is seen on television (6A)1.15 Explain feelings in relation to watching televisionHonors/Pre-AP:

Teacher plans Internet activity using Univision or Telemundo or other Spanish language channel/program via internet.

Play matamoscas with sports vocabulary as per p.52 Pre-AP resource book.

Teacher will read a short section from pp.310-311 for students to transcribe as a dictation activity (suggested, Tito el manatí p.311).

Copy and translate the timeline from p.304 act.15.

Students will give an oral presentation about their favorite TV show including a description, when it comes on, something that happened in a recent episode, how they felt about the episode, what they liked/didn’t like.

Portfolio-Teacher will give students a channel guide for 4 local channels, and students will translate the information given.

Discoveryeducation.com-Salvador Dalí

Pre-AP test banks


9.0

1.0

Week 16 9.6 Compare television watching in Spanish countries with the U.S.1.16 Discuss movie plots and characters (6B)

Honors/Pre-AP:Students will research Spanish-language movies and create a movie poster for the film of their choice including title, director, leading actors, year of release, country of origin, and includes illustrations or pictures.Students translate reading pp. 325-327.Portfolio-Students research Spanish-speaking actors and write a short biography of about 15 sentences (see TE p.326).

Pre-AP test bank

Review and AssessmentAHSGE testing: Plan accordingly

192


1.03.05.0

1.0

2.0

Week 17 1.17 Give opinions about movies3.1 Discuss activities one has done5.1 Describe practices within the cultures where Spanish language is spokenCapítulo 7A1.1 Talk about food and cooking1.1 Tell others what not to do1.1 Describe what other people generally do2.1 Understand cultural perspectives on recipes and food preparationHonors/Pre-AP:

Students write the steps needed to make a grilled cheese sandwich (see TE p.353)

Portfolio-Students create an ad for a cooking show including the name, dishes, ingredients, and utensils

Pre-AP test bank

EOC testing: Plan accordingly

1.0

6.0

Week 18 Capítulo 7B1.18 Discuss cooking1.19 Tell others what to do or what not to do1.21 Indicate duration, exchange, reason and other expressions of por and para6.3 Explain influence of geography on a Spanish culture’s cuisineHonors/Pre-AP:

Students will write a list of recommendations they would give to campers during different seasons. They should include clothes to bring, a list of dos and don’ts, and rules about camping (see TE p.382).

Students will work in pairs to create 8 multiple choice questions for the reading pp.390-391. Collect and redistribute the questions. Students close their books. Read the selection twice and students will attempt to answer the questions they received (see TE p.391).

Pre-AP test bank

Review for EQTTeacher Made End of Quarter Test will be given

193


HIGH SCHOOL PACING GUIDE AT A GLANCE 2013- 2014Spanish 2A (5th Block Class) - ½ Credit

Duration: 1 Term/First Semester


Taught TestedWeek 1 Review information from level I (Para empezar)


Tell where you and others are from Talk about what you and others do Talk about how often you do certain

things


Week 2 Review information from level I (1A) Describe classroom objects and activities Talk about classroom rules


8.0

9.0

5.0

Week 3 8.1 Compare affirmative and negative words of a Spanish language with English9.1 Compare rules of classrooms from Spanish cultures to those of the United States5.1 Describe practices within the cultures where target language is spoken


Week 4 Review information from level I (1B) Compare people and things Say what people know or what they know

how to do Say with whom or what people are

familiar


1.03.09.0

Week 5 1.20 Describe what people generally do3.1 Discuss activities one has done9.2 Compare special events of a Spanish culture with the U.S.

AHSGE will be given here. Plan accordingly.

Week 6 Review information from level I (2A) Talk about daily routines

194

Describe people and things Express possession


9.0

6.0

Week 7 9.2 Compare special events of a Spanish culture with the U.S.6.1 Explain the influence of geography of a Spanish culture’s clothing, food, and housing


9.0

Week 8 Review information from level I (2B) Describe clothing and fashion

9.5 Compare shopping traditions of Spanish culture to the U.S.


1.0 Week 9 1.2 Talk about the past using the preterite of regular verbs1.23 Point out specific objects

PLAN Test to be administered.

Review for EQT-Teacher Made End of Quarter Test will be given

8.0

10.0

Week 10 8.2 Avoid repetition when comparing similar things10.3 Describe holiday celebrations of Spanish cultureReview and Assessment

1.0 Week 11 1.3 Talk about things done and the location of the past events (3A)


1.0 Week 12 1.2 Explain why certain events did not take place


1.0

10.0

Week 13 1.5 Describe items and location of items purchased10.1 Describe shopping and/or markets in Spanish culture


1.0 Week 14 1.6 Giving directions for traveling to places (3B)


195

Week 15 Review and Assessment.EOCs will be given these 4 weeks; plan accordingly


1.07.0

Week 16 1.7 Give a friend directions for a task7.1 Discussing driving and good driving habits


AHSGE will be given here; plan accordingly.

9.0 Week 17 9.3 Discuss cultural perspectives on neighborhoods

Week 18 Review and Teacher Made End of the Quarter Test

MOBILE COUNTY PUBLIC SCHOOL SCHOOLS

DIVISION OF CURRICULUM AND INSTRUCTIONHIGH SCHOOL PACING GUIDE AT A GLANCE 2013-14

Spanish 2B (5th Block Class) - ½ Credit Duration: 1 Term/Second Semester


1.0 Week 19 1.8 Discuss childhood toys, games, and activities (4A)1.9 Describe what one was like as child1.12 Describe past situations and settings


1.04.0

Week 20 1.10 Discuss to or for whom something is done4.2 Recite from memory childhood songs in Spanish language using appropriate pronunciation and intonation


10.0 Week 21 10.3 Describe holiday celebrations of Spanish culture (4B)


1.0 Week 22 1.11 Describe people, places and situations in the past


196

9.0 Week 23 9.4 Compare holiday celebrations of a Spanish culture to the U.S.


7.0 Week 24

7.2 Discuss emergencies, crises, rescues and heroic acts (5A)


1.0

6.0

Week 25 1.13 Describe an accident scene, including injuries and

treatments6.2 Describe geographic conditions that affect the weather of Spanish countriesReview and Assessment

2.0 Week 26 2.1 Recognize main ideas and important details of passages


1.0 Week 27 1.13 Describe an accident scene, including injuries and treatments (5B)(Mardi Gras Holiday)

1.0 Week 28 1.12 Describe past situations and SettingsReview and Teacher Made End of the Quarter Test

5.0 Week 29 5.1 Describe practices within the cultures where Spanish language is spoken


AHSGE 12th graders only; plan accordingly.

1.0 Week 30 1.14 Talk about what is seen on television (6A)


1.0 Week 31 1.15 Explain feelings in relation to watching television


Spring Break9.0 Week 32 9.6 Compare television watching in Spanish countries

with the U.S.


April 22 ACT; plan accordingly.1.0 Week 33 1.16 Discuss movie plots and characters (6B)

197

Review and Assessment1.0 Week 34 1.17 Give opinions about movies


3.0 Week 35 3.1 Discuss activities one has done


5.0 Week 36 5.1 Describe practices within the cultures where Spanish language is spoken

Teacher may want to include further review of grammar structures and cultural facts. Extra reading, writing, and oral activities may be provided.

Review for EQT;End of Quarter Test will be given here.

198


HIGH SCHOOL BLOCK SCHEDULE PACING GUIDE AT A GLANCE 2013-2014Duration: 1 Term

Subject: SPANISH 3 (Honors/Pre-AP) - 1 Credit

Spanish 3 Honors is a one-term high school course which carries weighted credit and is designed to prepare students to enter Advanced Placement courses. The prerequisites for this course are successful completion of Spanish I and II or Spanish 1 Honors/Pre-AP and Spanish 2 Honors/Pre-AP.

COS #

WEEK Standards/Objectives Dates:Taught Tested

199

3.0

8.0

9.0

Weeks 1-2

Para Empezar3.1 Use Spanish language to create oral or written presentations on typical activities and daily life.8.1 Describe similarities and differences of school day activities that exist within Spanish cultures9.3 Explain origins of typical activities and events of native culturesHonors/Pre-AP:

Students will write their own opinion about a film they have recently seen (see TE p.10)

Discoveryeducation.com-reflexive verbs; possessive adjectives

Portfolio-Students will pretend that they are taking a vacation in Latin America or Spain. They will research the place and write a post card describing some of its attractions. The post card should include at least 2 possessive adjectives (see TE p.12).

Students will pretend they have to give a presentation to their peers in order to graduate. They will give an oral presentation about their school experience including their daily school life, favorite shows or movies, vacations, and any sports activities. (see p.14)


COS #

WEEK Standards/Objectives Dates:Taught Tested

200

10.0

8.0

7.0

3.0

9.0

Weeks 3-4

Capítulo 110.1 Apply language skills and cultural knowledge for recreational purposes8.5 Describe similarities and differences that exist among social conventions within Spanish cultures7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in the Spanish language differ from those in English3.1 Use Spanish to create oral or written presentations on typical activities and daily life9.1 Explain origins of religious practices in Spanish culturesHonors/Pre-AP:

Students will use the preterite to write and present a paragraph about a real or imaginary outdoor experience. (see TE p.26)

Discoveryeducation.com-preterit Students will prepare and deliver a short

presentation using the imperfect. (see TE p.42)

Students read pp.54-56 and answer questions p.57 in complete sentences.


6.0

3.0

8.0

5.0

7.0

Weeks 5-6

Capítulo 26.2 Describe connections between art and the Spanish culture3.2 Use Spanish to create oral or written presentations on art using familiar vocabulary and learned structures and time frames8.2 Describe similarities and differences that exist among art within Spanish cultures5.2 Describe the global influence of artistic expressions of a Spanish culture7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in the Spanish language differ from those of English

201

Honors/Pre-AP: Portfolio-At the beginning of the chapter,

teacher will present works of art for students to view and discuss. Students will pick a work of art presented or from the chapter and attempt to create their own work of art in that same style. (suggest 2 weeks to complete)

Students copy questions act.11 p.74 and close their books and attempt to answer the questions while the teacher reads the selection (see TE p.75).

Students will write sentences that make sense for each item in act.28 (see TE p.86).

Discoveryeducation.com-Pablo Picasso; Salvador Dalí; Fantastic Festivals of the World: Argentina (tango)

Review and Assessment. AHSGE will be given Sept 16-20 First Semester. Plan accordingly.

3.0

8.0

7.0

Weeks 7-8

Capítulo 3 3.3 Use Spanish to create oral or written presentations on healthy living, using familiar vocabulary and learned structures and time frames3.1 Use Spanish to create oral or written presentations on typical activities and daily life8.4 Describe similarities and differences that exist in regard to health issues within Spanish cultures7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in the Spanish language differ from those of English

Honors/Pre-AP: Students will work in pairs to write and

present a dialog between a doctor and a patient using vocabulary from the chapter (see TE p.115).

Discoveryeducation.com-informal commands, formal commands, subjunctive

Students will give a demonstration using familiar commands in which they demonstrate how to prepare one of their favorite recipes.

Students will write 10 affirmative commands about eating well and keeping fit. Students will then exchange with a partner and that person will change those commands to demands, suggestions, or requirements using the subjunctive (see TE p.134).

202

Week 9 Review for EQT-Teacher Made End of Quarter Test will be given.


3.0

8.0

7.0

Weeks 10-11

Capítulo 43.1 Use Spanish to create oral or written presentations on typical activities and daily life8.5 Describe similarities and differences that exist among social conventions within Spanish cultures7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in the Spanish language differ from those of English

Honors/Pre-AP: Students will write an imaginative story

about an incident occurring between 2 friends. The story should use chapter vocabulary and por/para a minimum of 5 times (TE p.171).

Portfolio-Students will create a visual to include suggestions for an upcoming school event such as a dance or an athletic event. It should include 5 suggestions using nosotros commands (see TE p.183).

Students will translate the reading pp.186-187.

Review and Teacher Made End of the Quarter Test will be adminintered.


3.0

8.0

10.0

Weeks 12-13

Capítulo 53.1 Use Spanish to create oral or written presentations on typical activities and daily life8.5 Describe similarities and differences that exist among social conventions within Spanish cultures10.3 Apply language skills and cultural knowledge for occupational purposes

9.0

7.0

9.3 Explain origins of typical activities and events of native cultures7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in the Spanish language differ from those of English

203

Honors/Pre-AP:

Portfolio-Students will select an ad from p.209 and write a “fax” in which they request specific information about the job. Have them “send” their fax to a partner and they will respond to the questions in writing. (see TE p.209)

The teacher will show students pictures where something has occurred and students will work with a partner to write sentences about the situation using present perfect subjunctive (TE p.228).

Discoveryeducation.com-present perfect tense

Students will pretend they’re going to run for a class office and prepare a presentation telling why they’re the best candidate. Students should also make a poster to accompany their presentation (see p.235).

Students will write a formal, persuasive letter to express interest in a job at a recreation center. They should tell their qualities and work experience (see pp.236-237).


1.0

3.0

6.0

10.0

7.0

Weeks 14-15

Capítulo 61.1 Use Spanish language in oral and written form using the future time frame to exchange ideas, paraphrase, explain, and give cause for relationships3.4 Use the Spanish culture to create oral or written presentations on one’s future, using familiar vocabulary and learned structures and time frames6.1 Describe connections between science and a Spanish culture in relation to nature and astronomy10.3 Apply language skills and cultural knowledge for occupational purposes7.2 Identify examples that show how vocabulary, linguistic structures, and tense usage in the Spanish language differ from those of English

204

Honors/Pre-AP: Students will write about habits they used

to have but no longer engage in. They will use imperfect tense to talk about their habits in the past and future tense to talk about the change. They will present their finished product to the class (see TE p.260).

Discoveryeducation.com-object pronouns



Weeks 16-17

Options:You may cover Chapter 7 or re-teach previous chapters. You may also assign a project to enhance skills learned in the course.



Week 18 Review for EQTTeacher Made End of Quarter Test will be administered.


205


HIGH SCHOOL PACING GUIDE AT A GLANCE 2013-14Advanced Placement Spanish 4/5 and

International Baccalaureate Spanish 4/5 – 1 CreditDuration: 2 Terms (45 minutes each day)

Advanced Placement Spanish 4 requires that a student complete the Advanced Placement curriculum and take the Advanced Placement examination to receive weighted credit. The pacing guide is for a 2 term 45 minute per day class paired with an AP Research and Design class for 45 minutes per day.


1.0Week 1-2 Tipos y estereotipos

1.11 Gender and number of nouns1.11 Plurals of nouns1.11 Gender and number of adjectives1.11 Shortening of certain adjectives; grande/gran, etc1.11 Numbers1.11Ser, estar, and haber1.32 Direct objects and placement of Dos in a sentence


1.0Week 3-4 La comunidad humana

1.2 Impersonal se1.7 Passive se1.14 Indirect Object Pronouns1.15 Sequence of double object pronouns1.16 Imperfect1.45 Indicative1.54 Personal A1.17 Reflexive structures1.18 Gustar and similar verbs


1.0Week 5 -

6Costumbres y tradiciones1.5 Preterite1.6 Hacer and llevar in expressions of time1.7 Preterite vs. imperfect1.34 Relative pronouns1.34 Adverbs and expressions of time


206


1.0Week 7 -

8La familia1.12 Formal and informal commands1.13 Nosotros and indirect commands1.14 Sequencing of events1.28 Subjunctive1.28 Uses of subjunctive


1.0Week 9 Geografía, demografía, y tecnología

1.12 Relative pronouns – el cual, el que, cuyo1.13 Possessive adjective pronouns1.21 Positive, negative, and definite expressions1.23 Subjunctive with doubt and emotion

Review for EQT-Teacher Made End of Quarter Test will be given.

1.0Week 10 El hombre y la mujer en el mundo actual

1.2 Perfect tenses1.17 Indicative1.21 Adjective clauses

Review and Assessment. PLAN testing: Plan accordingly

1.0Week 11 El mundo de los negocios

1.27 Review the preterite1.27 Past subjunctive1.29 Subjunctive vs. indicative in adverbial clauses


1.0 Week 12 1.12 Creencias e ideologías1.13 Subjunctive in adverbial clauses1.23 Por and para1.24 Process of se1.27 Review the subjunctive1.29 Comparisons of equality and inequality1.45 Superlatives


207


1.0Week 13 Los hispanos en los EE.UU.

1.45 Passive voice1.45 Resulting state or condition/passive voice1.54 No fault clauses1.46 A, en, con, de


1.0Week 14-

15La vida moderna1.9 Future and conditional 1.20 Si clauses with simple tenses1.23 Comparisons1.39 Demonstrative adjectives and pronouns


1.0Week 16 La ley y la libertad individual

1.22 Imperfect subjunctive1.38 Indicative perfect1.56 Definite and Indefinite Articles

Review and Assessment AHSGE/EOC exams: Plan accordingly

1.0Week 17 El trabajo y el ocio

1.57 Review of verb forms1.57 Progressive forms1.57 -ndo

Week 18 AP/IB test preparation


1.0Week 19 Tipos y estereotipos

1.11 Gender and number of nouns1.11 Plurals of nouns1.11 Gender and number of adjectives1.11 Shortening of certain adjectives; grande/gran, etc1.11 Numbers1.11Ser, estar, and haber1.32 Direct objects and placement of Dos in a sentence


1.0Week 20 La comunidad humana

1.2 Impersonal se1.7 Passive se1.14 Indirect Object Pronouns1.15 Sequence of double object pronouns

208


1.16 Imperfect1.45 Indicative1.54 Personal A1.17 Reflexive structures1.18 Gustar and similar verbs


1.0Week 21 Costumbres y tradiciones

1.5 Preterite1.6 Hacer and llevar in expressions of time1.7 Preterite vs. imperfect1.34 Relative pronouns1.34 Adverbs and expressions of time


1.0Week 22 La familia

1.12 Formal and informal commands1.13 Nosotros and indirect commands1.14 Sequencing of events1.28 Subjunctive1.28 Uses of subjunctive










Review and Assessment(Mardi Gras Holiday)


1.27 Review the preterite

209


Week 271.27 Past subjunctive1.29 Subjunctive vs. indicative in adverbial clauses

Review for Teacher made End of the Quarter Test

1.0 Week 28 1.12 Creencias e ideologías1.13 Subjunctive in adverbial clauses1.23 Por and para1.24 Process of se1.27 Review the subjunctive1.29 Comparisons of equality and inequality1.45 Superlatives

Review and Assessment(AGSGE 12th graders only)




1.0 Week 30 La vida moderna1.9 Future and conditional 1.20 Si clauses with simple tenses1.23 Comparisons1.39 Demonstrative adjectives and pronouns


1.0 Week 31 La ley y la libertad individual1.22 Imperfect subjunctive1.38 Indicative perfect1.56 Definite and Indefinite Articles


1.0 Week 32 El trabajo y el ocio1.57 Review of verb forms1.57 Progressive forms1.57 -ndo(April 22 ACT Plus Writing 11th graders)Review and Examination

Week 33 AP/IB Examination Preparation Weeks- May be substituted with prior weeks to accommodate AP and IB testing schedule.

210


HIGH SCHOOL PACING GUIDE AT A GLANCE 2013-2014Spanish AP Research and Design A - ½ Credit

Duration: 1 Term- (45 minutes per day)First Quarter = 44 Days

AP Research and Design is a companion class to reinforce Advanced Placement Spanish 4. A student must complete the AP curriculum and take the AP examination to receive the AP weigh. The pacing guide is for a 2 term 45 minute per day class.



1.11 Gender and number of nouns1.11 Plurals of nouns1.11 Gender and number of adjectives1.11 Shortening of certain adjectives; grande/gran, etc1.32 Numbers1.32 Ser, estar, and haber1.32 Direct objects and placement of






Week 4 Review previous material & AP exam practice test.

211





AHSGE will be given here 1st Semester. Plan accordingly.






Week 8 Review previous material & AP exam practice test. Adjust as necessary for midterm exam schedules.

Week 9 El mundo de los negocios1.27 Review the preterite1.29 Past subjunctive1.29 Subjunctive vs. indicative in adverbial clauses

Review for EQT-Teacher Made End of Quarter Test will be given.

1.0Week 10 Creencias e ideologías

1.12 Subjunctive in adverbial clauses1.13 Por and para1.23 Process of se1.24 Review the subjunctive1.27 & 1.29 Comparisons of equality and inequality1.45 Superlatives





212


Week 12 Review previous material & AP exam practice test.

1.0Week 13 La vida moderna

1.9 Future and conditional 1.20 Si clauses with simple tenses1.23 Comparisons1.39 Demonstrative adjectives and pronouns


Week 14 La ley y la libertad individual Imperfect subjunctive Indicative perfect Definite and Indefinite Articles


1.0Week 15 El trabajo y el ocio

1.57 Review of verb forms1.57 Progressive forms1.57 -ndo


Week 16 Review previous material & AP exam practice tests. Final exam as set by county school calendar.

Week 17 Review previous material & AP exam practice tests. Final exam as set by county school calendar.

Week 18 Review for EQTTeacher Made End of Quarter Test will be given.

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HIGH SCHOOL PACING GUIDE AT A GLANCE 2013-2014Spanish AP Research and Design B - ½ Credit

Duration: 1 Term (45 minutes per day)Third Quarter = 45 Days

AP Research and Design is a companion class to reinforce Advanced Placement Spanish 4. A student must complete the AP curriculum and take the AP examination to receive the AP weight. The pacing guide is for a 2 term 45 minute per day class.



1.11 Gender and number of nouns1.11 Plurals of nouns1.11 Gender and number of adjectives1.11 Shortening of certain adjectives; grande/ gran, etc1.11 Numbers1.11 Ser, estar, and haber1.32 Direct objects and placement of










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(Mardi Gras Holiday)







1.0Week

26(April 22 ACT Plus Writing 11th graders)Creencias e ideologías1.12 Subjunctive in adverbial clauses1.13 Por and para1.24 Process of se1.27 Review the subjunctive1.29 Comparisons of equality and inequality1.45 Superlatives





1.0Week 28 La vida moderna

1.9 Future and conditional 1.20 Si clauses with simple tenses1.23 Comparisons1.39 Demonstrative adjectives and pronounsLa ley y la libertad individual1.22 Imperfect subjunctive1.38 Indicative perfect1.56 Definite and Indefinite ArticlesEl trabajo y el ocio

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1.57 Review of verb forms1.57 Progressive forms1.57 –ndo

AP/IB Examination Preparation Weeks- May be substituted with prior weeks of instruction to accommodate AP and IB testing schedule.


Week 29 AP/IB Examination Preparation Weeks- May be substituted with prior weeks of instruction to accommodate AP and IB testing schedule.

Review EQT and Teacher Made End of Quarter Test will be administered.

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HIGH SCHOOL PACING GUIDE AT A GLANCE 2013-14Spanish for Travelers Elective (5th Block Course) –½ credit

Duration: 1 Term


1.0

2.0 & 4.0

3.04.0

Week 1-2 Unidad 1 : Introduction1.1 Greet others and make introductions1.1 Ask how someone is2.1 & 4.1 Explain the differences between formal and informal greetings2.1 Demonstrate the kiss hello and a handshake for greeting others 3.1 Identify Spanish-speaking countries on a map4.2 Compare different notions of personal space


1.0

2.0

3.0

Week 3-4 Unidad 2 : Basics1.1 Ask and tell how old someone is1.1 Name the subject pronouns1.1 Distinguish between masculine and feminine forms1.2 Ask for information1.2 Identify subjects and verbs2.1 Explain the differences between formal and informal speech2.2 Discuss monuments from Spanish-speaking countries2.1 Express time and date in Spanish3.1 Solve simple math problems using the numbers 1-31


1.0

2.05.0

Week 5-6 Unidad 3 : Travel and Transportation 1.1 Obtain information from a travel agency1.2 Identify modes of travel and transportation1.2, 3.1 & 5.1 Interpret a metro or/bus route map2.1 Discuss customs procedures during abroad travel5.1 Discuss documentation required for travel abroad

Review and AssessmentAHSGE Exam: Plan appropriately

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1.0

2.0

5.0

Week 7 -8

Unidad 4 : Directions and Signs1.1 Inquire and give directions to a fellow learner1.2 Identify right, left, and straight ahead1.2 Distinguish between “derecho” and “derecha”1.3 Conjugate the verb “estar”2.2 Identify common street signs in the Spanish culture5.1 Interpret a street map from the Spanish culture5.1 Locate a map of the Madrid metro on the Internet


1.0

2.0

3.0

5.0

Week 9 Unidad 5 : Communication and Currency1.2 Review numbers 0-311.2 Count from 0-100 (and beyond)2.1 & 5.1 Convert dollars into the Spanish currencies2.2 Identify the currencies of the Spanish-speaking countries3.1 & 3.2 Demonstrate understanding of currency exchange3.1 & 5.1 Demonstrate understanding of taking the home currency abroad, traveler’s checks, and credit cards5.1 Compare differences banking in the native and Spanish cultures5.1 Demonstrate understanding of how to place an international call5.1 Discuss where in the Spanish country to receive services for postal needs, calling home, and Internet usage

Review for EQT- Teacher Made End of Quarter Test will be given.

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1.0

2.0

3.0

5.0

Week 10 Unidad 5 : Communication and Currency1.2 Review numbers 0-311.2 Count from 0-100 (and beyond)2.1 & 5.1 Convert dollars into the Spanish currencies2.2 Identify the currencies of the Spanish- speaking countries3.1 & 3.2 Demonstrate understanding of currency exchange3.1 & 5.1 Demonstrate understanding of taking the home currency abroad, traveler’s checks, and credit cards5.1 Compare differences banking in the native and Spanish cultures5.1 Demonstrate understanding of how to place an international call5.1 Discuss where in the Spanish country to receive services for postal needs, calling home, and Internet usage


1.0

2.0

5.0

Week 11-12

Unidad 6 : Restaurants and Entertainment1.1 Ask about food on a menu and place an order1.1 Ask about prices and pay for a meal1.2 Identify food and tableware1.2 Offer, accept and refuse food and beverages2.1 Discuss tipping in a foreign country 2.1 Discuss café culture2.1 Discuss holidays and festivals of the Spanish culture(s)2.1 Compare and contrast typical Spanish culture and

American meals2.1 Compare Spanish culture and American table manners5.1 & 5.2 Research and choose attractions of interest in the Spanish culture

1.0

2.0

4.0

5.0

Week 13-15

Unidad 7 : Shops, Shopping, and Stores1.1 Ask for and receive help in a store or market setting1.2 Identify types of shops using the suffix –ería2.1 Discuss bargaining 2.1 Discuss open air markets4.2 Identify products specific to the Spanish culture5.2 Demonstrate preferences with colors, sizes, and style


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1.0

2.03.0

Week 16-17

Unidad 8 : Accommodations1.1 Identify types of accommodation1.3 Request items or services from hotel staff1.3 Express satisfaction and dissatisfaction2.1 Ask to reserve a room in a hotel or hostel3.2 Compare and contrast hotels and hostels

Review and AssessmentAHSGE, EOC testing: Plan accordingly

1.0

3.05.0

Week 18 Unidad 9 : Emergencies1.1 Ask for help1.3 Report a lost or stolen passport1.3 List common problems encountered during travel3.1 Locate the US embassy on a city map5.1 Demonstrate understanding of how to place an international call


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ANCILLARY SUGGESTIONSThe Realidades series comes with an overwhelming amount of ancillary materials. It would not be possible to use everything throughout the course of a class. Therefore, it is suggested that you pick and choose those that work best for you and your students. Listed below are useful ancillary materials and suggestions for their use.

Spanish 1-3

PHSchool.com – This website is extremely helpful to the students and teachers. Once you have accessed the website, you would need to click on World Languages and then click on Textbook Companion Sites. First day in class activities could include the Treasure Hunt activities to familiarize the students with the new textbooks and Spanish 1 has a great activity on Why Study Spanish?

The “Canciones de hip hop” are fun for the students and include copies of the lyrics. Some of the words could be erased and the students could fill in the missing vocabulary words as they listen to the song. These songs could also be downloaded for future use.

The practice activities, reading skills worksheets and the test preparations are excellent ancillaries to use with the students. The puzzles could be assigned as homework or done in class as vocabulary and/or test review.

Quiz Show – These discs could be checked out to the students to download onto their home computers so they are able to review at home. Many of the true false and multiple choice questions that are in the test generator appear in the Quiz Show. This can also be used in class for test review.

Teacher Express CD – On this CD, the Guided Practice Activities are extremely helpful in that they provide extra practice for the students on grammar concepts and they also provide a Lectura worksheet along with either an oral or written project worksheet.

Reading and Writing for Success on this disc provides excellent reading materials. In Spanish 1 they are in English and touch on topics relevant to the Spanish-speaking world. They are in Spanish for Levels 2 and 3. These worksheets are also useful for graduation exam reading practice.

Teacher’s Resource Book on this CD provides many useful materials for the classroom teacher. There is a School-to-Home Connection letter to send home to the parents before starting each chapter and a Chapter Resource Checklist so that the teacher can log which of the ancillary materials he/she uses the most for each chapter. There are also Communicative Activities and Situation Cards provided in this folder.

Suggested Web Resources www.Discoveryeducation.com - educational videos, images, quizzes, and activities www.Studyspanish.com - online lessons, quizzes, and tests www.Quia.com - teacher-made activities http://www.songsforteaching.com/store/educorock-espanol-download-pr-4390.html -

grammar-related songs http://www.hayespub.com/catlist_sub.php - grammar and conversation workbooks http://amscopub.com/frameset.htm - grammar workbooks www.tripforteachers.org - links to a variety of resources www.conjuguemos.com - online verb conjugation and vocabulary practice http://ex.susd.org/powen/100_most_used_verbs_in_english_f.htm - link to 100 most

used verbs in Spanish and French

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http://ex.susd.org/powen/100_most_used_verbs_in_english_f.htm

http://www.conjuguemos.com/

http://www.tripforteachers.org/

http://amscopub.com/frameset.htm

http://www.hayespub.com/catlist_sub.php

http://www.songsforteaching.com/store/educorock-espanol-download-pr-4390.html

http://www.Quia.com/

http://www.Studyspanish.com/

http://www.Discoveryeducation.com/

www.wordreference.com - online dictionary for several languages http://www.historyenespanol.com/espanol - History Channel in Spanish http://www.d155.org/cls/Faculty/orglerj/SpanishII.htm - links to PowerPoints and

worksheets on a variety of topics http://www.newsinslowspanish.com/home.php - listening and reading of current events in

Spanish (SLOW Spanish) http://www.caslt.org/resources/modern-lang/spanish-resource-links-grammar2_en.php -

links to a wide variety of teaching resources and exercises http://www.colby.edu/~bknelson/SLC/index.php - links for a wide variety of grammar

concepts with online activities (good for all levels) http://www.uni.edu/becker/Spanish3.html#games - many links to a variety web resources

especially games

World Language Instruction Checklist

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http://www.uni.edu/becker/Spanish3.html#games

http://www.colby.edu/~bknelson/SLC/index.php

http://www.caslt.org/resources/modern-lang/spanish-resource-links-grammar2_en.php

http://www.newsinslowspanish.com/home.php

http://www.d155.org/cls/Faculty/orglerj/SpanishII.htm

http://www.historyenespanol.com/espanol

http://www.wordreference.com/

Teacher’s name________________________ Date: ___________________________

√ If ObservedCLIMATE:Teacher uses effective classroom management practices

Section 5.0 Student work is displayed in the classroom The classroom displays are indicative of the language taughtInteraction between the teacher and the student indicates a shared partnership in the learning processTeacher uses positive reinforcement in the teaching process

MATERIALS:The teacher uses appropriate materials to teach the day’s lessonMaterials are ready for class when the students arriveTechnology is used appropriately in the instructional process

INSTRUCTION:Instruction is aligned to the ACOS and MCPSS Pacing Guide The objective for the day is posted in the classroomThe teacher has a written well-developed plan for the day’s instructionThe teacher uses all classroom time for instruction The teacher uses the language to be masteredStudents use the language to be masteredA variety of instructional techniques are used in the classroomThe teacher makes learning relevant and enjoyable for the studentThe teacher frequently checks for understandingWhen asking questions, the teacher calls on her students by nameThe teacher re-teaches when necessary

ASSESSMENT:The teacher makes clear to students when and how they will be assessed on taught objectivesThe teacher uses a variety of assessment techniques when evaluating a studentAn adequate number of grades is used to evaluate student performanceThe teacher keeps students apprised of their progress on a regular basis

Suggestions/Comments: ________________________________________________________________________________________________________________________________________________________

Signature: __________________________________ Date: _____________

Sample Spanish I Syllabus

Text: Realidades 1, Prentice HallTeacher:

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Semester:

COURSE OBJECTIVES: Recognize Spanish words and phrases spoken in context Interpret basic oral and written information in Spanish on a variety of topics in the present tense Present oral and written information in Spanish using familiar vocabulary and correct structure in

the present tense Read aloud proverbs, short poems, and songs in Spanish with appropriate pronunciation and

intonation Use appropriate Spanish vocabulary and nonverbal behavior in a variety of social situations and

familiar settings Identify products of Spanish culture, including symbols and expressive art forms

COURSE SUPPLIES: Three-ringed binder with regular ruled paper Pencils and blue or black ink pens

COURSE GRADING POLICIES: 10 point grading scale: 90-100 A, 80-89 B, 70-79 C, 60-69 D, 0-59 E Students will be graded on a variety of activities including class work, homework, class

participation, writing, reading, listening, and speaking activities, notebook activities, journal entries, quizzes (oral and written) and tests.

Quarter grades are composed of the percents from the following categories:60% Tests and quizzes30% Class work / Alternative Assessments10% Homework

The final examination will count 20% of the final average for the class.

MAKE-UP WORK: Make-up work is allowed according to system guidelines and will be included in the student’s

grade. Students, who miss assignments because of any excused absence, must be given

a minimum of 1 week to complete missed work.

Course Fee: There is a $10.00 fee for all Spanish classes.

PARENT/TEACHER COMMUNICATION:Please feel free to contact me if you have questions or concerns. The school phone number is

_____________________.

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