PACING GUIDE for Spanish I - Union County Schools
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |5 Days |21 Days |21 Days |21 Days |
|Unit Topic |How to survive in Language Class |My Friends and I |My School Life |My Free Time |
|(Specify skills/information that will be | | | | |
|learned.) | | | | |
|Enduring Understandings |The Student will understand that: |The Student will understand that: |The Student will understand that: |The Student will understand that: |
|(Give and/or demonstrate necessary |From the first day of class, the target |Friendships result from both personal |School schedules vary by country. |Students spend their free time in different|
|information) |language is used to communicate. |similarities and differences. |Extracurricular activities associated with |ways. |
| |Words and letters in the target language |Student interests vary by culture. |schools vary from culture to culture. |Extracurricular activities are often times |
| |combine to make different sounds that we |Descriptions in the target language follow |Not all students have choices in the |not part of school life outside of the U.S.|
| |may not have in English. Some words look |different patterns than in English |courses they can take. |Some free time activities are culturally |
| |and sound the same, while others look the | |After school jobs may not be an option for |defined. |
| |same, but have different meanings. | |all students. | |
| |Descriptions in the target language follow | | | |
| |different patterns than in English. | | | |
| |that effective communication requires | | | |
| |cooperation, honest listening, clear | | | |
| |instructions, respect for on another, | | | |
| |clarifying | | | |
| | | | | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |5 Days |21 Days |21 Days |21 Days |
|Enduring Understandings |questions, proper feedback, and openness| | | |
|con’t |to divergent opinions. | | | |
|Essential Questions |What cues do I listen to and look for |What factors influence your choice of |What is the role of school in a given |How is leisure time defined in the |
|(Steps to check for student |before I respond? |friends? |culture? |target culture? |
|understanding) |How do I figure out meaning when words |How are personal interests influenced by|What factors influence course choices |How do family and friends influence |
| |are no understood? |the target culture? |and school related activities? |leisure activities? |
| |What procedures do I need to learn to | | |What is the role of family in student |
| |function effectively and participate | | |extracurricular activities? |
| |fully in class? | | | |
| |How is the target language like and | | | |
| |unlike English? | | | |
| |What are the benefits of learning a | | | |
| |modern language? | | | |
|Standards |B 1.1-1 indicate that they do not |B 1.1-4 exchange personal |B 1.1-1 indicate that they do not |B 1.1-2 understand and express basic|
| |understand or cannot express a message |information (names, interests) |understand or cannot express a message |courtesies and related gestures |
| |adequately. |B1.1-7 ask and answer simple questions |adequately. |B1.1-4 use the target language to |
| |B1.1-2 understand and express basic |B1.2-2 identify aural, visual, and |B1.1-6 use the target language to |express personal information with |
| |courtesies and related gestures. |context clues |express personal likes, dislikes |others. |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |5 Days |21 Days |21 Days |21 Days |
|Standards |B 1.1-3 give and follow simple |in authentic spoken and written materials. |agreement, and disagreement regarding |B 1.1-6 use the target language to |
| |directions |B 1.2-4 understand information on |familiar topics. |express personal likes, dislikes, |
| |B 1.1-7 ask and answer simple questions|familiar topics in sentence-level oral and |B 1.1-7 ask and answer simple questions|agreement, and disagreement |
| |B 1.2-1 respond appropriately to simple|written presentations. |B 1.2-2 identify aural, visual, and |regarding familiar topics. |
| |directions and commands |B 1.3-2 use visuals as support in |context clues in authentic spoken and |B 1.1-7 ask and answer simple |
| |B 1.2-2 identify aural, visual, and |communicating a message |written materials. |questions |
| |context clues in authentic spoken and |B 1.3-5 list and compare information |B 1.2-3 identify the main idea in |B 1.2-3 identify the main idea in |
| |written materials. |from simple sources |authentic target-language materials, in |authentic target-language materials, in |
| |B 1.3-2 use visuals as support in |B 2.1-1 imitate language and behaviors |both oral and written forms. |both oral and written forms. |
| |communicating a message |that are appropriate to the target |B 1.2-4 Understand information on |B 1.2-4 understand information on |
| |B 2.1-1 imitate language and behaviors|culture(s) during |familiar topics that is conveyed in the |familiar topics that is conveyed in the |
| |that are appropriate to the target culture |communication |target language in |target language in |
| |during communications. |B 4.1-2 identify word borrowings and |sentence-level oral and written |sentence-level oral and written |
| |B 2.1-2 identify (recognize) cultural |cognates from other languages |presentations. |presentations. |
| |characteristics and behaviors of everyday |B 4.1-4 identify the mechanics of the |B 1.3-2 use visuals as support in |B 1.3-5 use the target language to list|
| |life. |target language and use them within limited|communicating a message. |and compare information from simple |
| |B 4.1-1 recognize and imitate the sound|contexts in written work |B 1.3-5 use the target language to list|sources. |
| |patterns of the target language | |and compare information from simple |B 1.3-6 communicate information in the |
| | | |sources. |target language in sentence-level oral and |
| | | | |written presentations on |
| | | | |familiar topics. |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |5 Days |21 Days |21 Days |21 Days |
|Standards con’t |B 4.1-2 identify word borrowings and |B 4.2-3 identify practices from the |B 1.3-6 communicate information in the |B 2.1-2 identify (recognize) cultural |
| |cognates from other languages. |target culture(s) and the student’s native |target language in sentence-level oral and |characteristics and behaviors of everyday |
| |B 4.2-2 identify similar and different |culture. |written presentations on |life. |
| |behavioral patterns between the target | |familiar topics. |B 2.1-3 use the target language to |
| |culture and their native | |B 2.1-2 identify (recognize) cultural |identify the cultural practices that are |
| |culture | |characteristics and behaviors of everyday |particular to the target |
| |B 4.2-3 identify practices from the | |life. |culture. |
| |target culture and the student’s native | |B 2.1-3 use the target language to |B 2.2-4 use the target language to |
| |culture. | |identify the cultural practices that are |identify social, economic, and political |
| | | |particular to the target |perspectives within the |
| | | |culture. |target culture. |
| | | |B 2.2-4 use the target language to |B 3.2-1 use the target language to |
| | | |identify social, economic, and political |identify viewpoints within the target |
| | | |perspectives within the |culture that are expressed |
| | | |target culture. |in sources intended for native speakers. |
| | | |B 3.2-1 use the target language to |B 4.1-2 identify word borrowings and |
| | | |identify viewpoints within the target |cognates from other languages. |
| | | |culture that are expressed |B 4.1-3 recognize high-frequency |
| | | |in sources intended for native speakers. |target-language idioms within limited |
| | | | |contexts. |
| | | | | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |5 Days |21 Days |21 Days |21 Days |
|Standards con’t | | |B 4.1-1 recognize and imitate the | |
| | | |sound patterns of the target language | |
| | | |B 4.1-2 identify word borrowings and| |
| | | |cognates from other languages. | |
| | | |B 4.1-3 recognize high-frequency | |
| | | |target-language idioms within limited | |
| | | |contexts. | |
| | | |B 4.2-1 use the target language to | |
| | | |identify the products of the target | |
| | | |culture and those of his or her native| |
| | | |culture | |
| | | |B 4.2-2 identify similar and | |
| | | |different behavioral patterns between | |
| | | |the target culture and their native | |
| | | |culture. | |
| | | |B 4.2-3 identify practices from the | |
| | | |target culture and the student’s native | |
| | | |culture. | |
| | | |B 5.1-1 use the target language to | |
| | | |respond to target-language speakers | |
| | | |encountered outside of | |
| | | |the classroom setting. | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |5 Days |21 Days |21 Days |21 Days |
| | | |B 5.1-2 share examples of the | |
| | | |target language and culture with people | |
| | | |encountered outside of | |
| | | |the classroom setting. | |
|Integrations |Math: Numbers, time, basic addition and |Math: age |Variety in learning skills to meet |Variety of instructional skills to meet |
|(with other discipline areas)|subtraction |ELA: write a paragraph/ write a letter |different learning styles. |different learning styles |
| |ELA: writing comparisons |Technology: computer activities | | |
| |Technology: Internet and computer |Arts: graphic organizers, pictures, | | |
| |research |photos, and posters | | |
| |Geography: Map study where target |Social Studies: sociology, family, and | | |
| |language is spoken |friends | | |
|District Assessments |Unit test with listening and writing |Lesson test |Test |Lesson test |
|(culminating assessments) |Role playing activity |Descriptive paragraph |Internet generated school schedule in |Write plans (schedule of afternoon |
| | |Internet correspondence |target language |activities |
| | | | |Role playing with café scene |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |21 Days | | | |
|Unit Topic |My Community | | | |
|(Specify skills/information | | | | |
|that will be learned.) | | | | |
|Enduring Understandings |The Student will understand that: | | | |
|(Give and/or demonstrate |there are alternatives to traveling by | | | |
|necessary information) |car. | | | |
| |tourist destinations are culturally | | | |
| |defined. | | | |
| |Countries use different systems of | | | |
| |measurement | | | |
|Essential Questions |What factors influence how we travel | | | |
|(Steps to check for student |within cities and communities? | | | |
|understanding) |What is the role of the automobile in a | | | |
| |culture? | | | |
| |What defines a location as a tourist | | | |
| |destination? | | | |
| |What factors influences where we go | | | |
| |within cities and communities? | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |21 Days | | | |
|Standards |B 1.1-3 give and follow simple | | | |
| |directions (directions in town) | | | |
| |B 1.1-5 understand and express basic | | | |
| |needs, including food, drink, shelter, | | | |
| |travel assistance (getting | | | |
| |around town) | | | |
| |B 1.1-6 use the target language to | | | |
| |express personal likes, dislikes, agreement,| | | |
| |and disagreement regarding familiar topics.| | | |
| |B 1.1-7 ask and answer simple questions | | | |
| |B 1.2-1 respond appropriately to simple | | | |
| |directions and commands (directions in a | | | |
| |city or map) | | | |
| |B 1.2-2 identify aural, visual, and | | | |
| |context clues in authentic spoken and | | | |
| |written materials. | | | |
| |B 1.2-3 identify the main idea in | | | |
| |authentic target-language materials, in both| | | |
| |oral and written forms. | | | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |21 Days | | | |
| |B 1.2-4 Understand information on | | | |
| |familiar topics that is conveyed in the | | | |
| |target language in | | | |
| |sentence-level oral and written | | | |
| |presentations. | | | |
| |B 1.3-2 use visuals as support in | | | |
| |communicating a message. | | | |
| |B 1.3-3 express likes or dislikes | | | |
| |about familiar topics (activities in a | | | |
| |town) | | | |
| |B 1.3-6 communicate information in | | | |
| |the target language in sentence-level | | | |
| |oral and written | | | |
| |presentations on familiar topics. | | | |
| |B 2.1-2 identify (recognize) | | | |
| |cultural characteristics and behaviors | | | |
| |of everyday life. | | | |
| |B 2.1-3 use the target language to | | | |
| |identify the cultural practices that are| | | |
| |particular to the target culture. | | | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |21 Days | | | |
| |B 3.1-1 locate modern language | | | |
| |resources and identify information to | | | |
| |enhance knowledge of | | | |
| |other subject areas (metric system) | | | |
| |B 3.2-1 use the target language to | | | |
| |identify viewpoints within the target | | | |
| |culture that are expressed in sources | | | |
| |intended for native speakers. | | | |
| |B 4.1-1 recognize and imitate the | | | |
| |sound patterns of the target language | | | |
| |B 4.1-2 identify word borrowings and| | | |
| |cognates from other languages. | | | |
| |B 4.1-3 recognize high-frequency | | | |
| |target-language idioms within limited | | | |
| |contexts. | | | |
| |B 4.1-4 identify the mechanics of | | | |
| |the target language and use them within | | | |
| |limited contexts in | | | |
| |written work | | | |
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12 Big Ideas: Spanish I Prepared by: Union County Schools
|Time Frame |21 Days | | | |
| |B 4.2-1 use the target language to | | | |
| |identify the products of the target | | | |
| |culture and those of his or her native | | | |
| |culture | | | |
| |B 4.2-2 identify similar and | | | |
| |different behavioral patterns between | | | |
| |the target culture and the | | | |
| |students native culture | | | |
| |B 4.2-3 identify practices from the | | | |
| |target culture(s) and the students | | | |
| |native cultures (activities, daily | | | |
| |schedule) | | | |
|Integrations |Math: Measurement(money) | | | |
|(with other discipline areas)|ELA: written paragraph | | | |
| |Technology: Internet (computer | | | |
| |research) | | | |
| |Arts: posters, brochures, organizers | | | |
| |Social Studies: geography and map | | | |
| |skills | | | |
|District Assessments |Lesson test | | | |
|(culminating assessments) | | | | |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: How to Survive
|Unit Topic |Length of Unit |
| |6 days |
|How to survive in Language | |
|Class | |
|Enduring Understanding |Students will understand that: |
| |From the first day of class, the target language is used to communicate. |
| |Words and letters in the target language combine to make different sounds that we may not have in English. Some words look and sound the same, while others look |
| |the same, but have different meanings. |
| |Descriptions in the target language follow different patterns than in English. |
| |that effective communication requires cooperation, honest listening, clear instructions, respect for on another, clarifying questions, proper feedback, and |
| |openness to divergent |
|Focus/Essential Questions |What cues do I listen to and look for before I respond? |
| |How do I figure out meaning when words are no understood? |
| |What procedures do I need to learn to function effectively and participate fully in class? |
| |How is the target language like and unlike English? |
| |What are the benefits of learning a modern language? |
|Instructional Objectives |The Student will be able to: |
| |Ask and answer simple questions and ask for clarification when needed. |
| |Contrast of sounds and punctuations |
| |Say the alphabet, numbers 1-10, days of the week, greeting, farewells, names, colors and time. |
| |Demonstrate knowledge of global awareness where target language is spoken. |
| |Introduce themselves to classmate and introduce a classmate to others |
| |Respond to an initiate greeting and farewells |
|Standards/ Indicators |B 1.1-1 indicate that they do not understand or cannot express a message adequately. |
| |B 1.1-2 understand and express basic courtesies and related gestures. |
| |B 1.1-3 give and follow simple directions |
| |B 1.1-7 ask and answer simple questions |
| |B 1.2-1 respond appropriately to simple directions and commands |
| |B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials. |
| |B 1.3-2 use visuals as support in communicating a message |
| |B 2.1-1 imitate language and behaviors that are appropriate to the target culture during |
| |communications. |
| |B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life. |
| |B 4.1-1 recognize and imitate the sound patterns of the target language |
| |B 4.1-2 identify word borrowings and cognates from other languages. |
| |B 4.2-2 identify similar and different behavioral patterns between the target culture and their native |
| |culture |
| |B 4.2-3 identify practices from the target culture and the student’s native culture. |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: How to Survive
|Key Vocabulary | |
|Pre-Assessment Evidence\Prior|Who has previously studied a language |
|Knowledge Needed |Count who knows words |
| |Reading |
| |Basic Math (numbers and time) |
| |Geography (location of countries that speak the target language) |
|Building Background Knowledge|Reading |
| |Basic Math (numbers and time) |
| |Geography (location of countries that speak the target language) |
|Culminating/ Summative |Unit test with listening and writing |
|Assessment Evidence |Role playing activity |
|Formative Assessment Evidence|TPR for classroom situations |
| |Introductions |
| |Written and listening practice on alphabet and numbers |
| |Game- “Language ladder” |
|Integrations/ Connections |Math: Numbers, time, basic addition and subtraction |
| |ELA: writing comparisons |
| |Technology: Internet and computer research |
| |Geography: Map study where target language is spoken |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: How to Survive
|Instructional Activities Bank| Total Physical Response (TPR) |
| |Language ladder for survival phrases |
| |Language ladder for reactions |
| |Gouin series for classroom rules and procedures |
| |Cooperative Learning |
| |Questioning Strategies such as yes/no, either/or, multiple choice |
| |Paired Practice, partner work, small group work |
| |Modeling of language and cultural practices |
| |Role playing |
| |Direct instruction |
| |Strategy for clear separation of the target language from English such as a sign or flag |
|Differentiation | |
|Rubric |*Teachers create rubrics and grading scales to meet the individual needs of each level course. |
|Resources and Materials |Classroom Expressions |
| |Pictures, illustrations, flashcards |
| |Video clips |
| |Recordings of native speakers |
| |Templates for graphic organizers including timelines, Venn diagrams, t-charts |
| |Picture books with school themes |
| |Student personality inventory and learning style inventory |
| |Parent inventory |
| | |
| |Classroom Resources for All Units |
| |Textbook |
| |Ancillary materials |
| |Communicative pairs activities |
| |Listening and writing activities |
| |Video Clips |
| |Language ladders |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Friends and I
|Unit Topic |Length of Unit |
|My Friends and I |21 days |
|Enduring Understanding |Students will understand that: |
| |Friendships result from both personal similarities and differences. |
| |Student interests vary by culture. |
| |Descriptions in the target language follow different patterns than in English |
|Focus/Essential Questions |What factors influence your choice of friends? |
| |How are personal interests influenced by the target culture? |
|Instructional Objectives |The Student will be able to: |
| |Describe themselves and others |
| |Ask for information about others |
| |Compare physical and personality traits of themselves and others. |
| |Express likes and dislikes about activities |
|Standards/ Indicators |B 1.1-4 exchange personal information (names, interests) |
| |B 1.1-7 ask and answer simple questions |
| |B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials. |
| |the student’s native culture. |
| |B 1.2-4 understand information on familiar topics in sentence-level oral and written presentations. |
| |B 1.3-2 use visuals as support in communicating a message |
| |B 1.3-5 list and compare information from simple sources |
| |B 2.1-1 imitate language and behaviors that are appropriate to the target culture(s) during |
| |communication |
| |B 4.1-2 identify word borrowings and cognates from other languages |
| |B 4.1-4 identify the mechanics of the target language and use them within limited contexts in |
| |written work |
| |B 4.2-3 identify practices from the target culture(s) and the student’s native culture. |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Friends and I
|Key Vocabulary | |
|Pre-Assessment Evidence\Prior|Brainstorming |
|Knowledge Needed |KWL Chart |
| |Identify factors of culture |
| |Discussion of students’ culture |
| |Sound system |
| |Evaluation of our own culture |
|Building Background Knowledge|Reading |
| |Basic Math (numbers and time) |
| |Geography (location of countries that speak the target language) |
|Culminating/ Summative |Lesson Test |
|Assessment Evidence |Descriptive paragraph |
| |Internet correspondence |
|Formative Assessment Evidence|Describe people in a photo |
| |Describe an ideal best friend |
| |Listen to descriptions and match with pictures |
| |Match pictures with written descriptions |
| |Label characteristics of given individuals |
| |Survey classmates on likes and dislikes |
|Integrations/ Connections |Math: Numbers, time, basic addition and subtraction |
| |ELA: writing comparisons |
| |Technology: Internet and computer research |
| |Geography: Map study where target language is spoken |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Friends and I
|Instructional Activities Bank|Total Physical Response |
| |Language ladder for expressing degrees of interest |
| |Communication gap activities |
| |Paired activities |
| |Cooperative learning |
| |Questioning Strategies (yes/no, either/or, multiple choice, one word/short answer) |
|Differentiation |Math: age |
| |ELA: write a paragraph/ write a letter |
| |Technology: computer activities |
| |Arts: graphic organizers, pictures, photos, and posters |
| |Social Studies: sociology, family, and friends |
|Rubric |*Teachers create rubrics and grading scales to meet the individual needs of each level course. |
|Resources and Materials |Photos of people from both the student’s culture and target culture |
| |Appropriate audio and/or video clips of people talking and friends |
| |Pictures, illustrations, and flashcards of personal interests |
| |Templates for graphic organizers including Venn diagrams, t-charts |
| |Target language Web sites such as pen pals and e-pals |
| |Contact person for organizations such as Lions Club and Rotary International for exchange program information |
| |Relevant ancillary materials |
| | |
| |Classroom Resources for All Units |
| |Textbook |
| |Ancillary materials |
| |Communicative pairs activities |
| |Listening and writing activities |
| |Video Clips |
| |Language ladders |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My School Life
|Unit Topic |Length of Unit |
|My School Life |21 days |
|Enduring Understanding |Students will understand that: |
| |School schedules vary by country. |
| |Extracurricular activities associated with schools vary from culture to culture. |
| |Not all students have choices in the courses they can take. |
| |After school jobs may not be an option for all students. |
|Focus/Essential Questions | What is the role of school in a given culture? |
| |What factors influence course choices and school related activities? |
|Instructional Objectives |The Student will be able to: |
| |Describe their school schedules and classes. |
| |Ask questions about school-related topics. |
| |Compare their own school and schools in target countries. |
| |Discuss after-school activities. |
| |Express likes and dislikes about activities. |
| |Express Time |
|Standards/ Indicators | B 1.1-1 indicate that they do not understand or cannot express a message adequately. |
| |B 1.1-6 use the target language to express personal likes, dislikes, agreement, and disagreement |
| |regarding familiar topics. |
| |B 1.1-7 ask and answer simple questions |
| |B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials. |
| |B 1.2-3 identify the main idea in authentic target-language materials, in both oral and written |
| |forms. |
| |B 1.2-4 Understand information on familiar topics that is conveyed in the target language in |
| |sentence-level oral and written presentations. |
| |B 1.3-2 use visuals as support in communicating a message. |
| |B 1.3-5 use the target language to list and compare information from simple sources. |
| |B 1.3-6 communicate information in the target language in sentence-level oral and written |
| |presentations on familiar topics. |
|Standards/ Indicators con’t |B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life. |
| |B 2.1-3 use the target language to identify the cultural practices that are particular to the target |
| |culture. |
| |B 2.2-4 use the target language to identify social, economic, and political perspectives within the |
| |target culture. |
| |B 3.2-1 use the target language to identify viewpoints within the target culture that are expressed |
| |in sources intended for native speakers. |
| |B 4.1-1 recognize and imitate the sound patterns of the target language |
| |B 4.1-2 identify word borrowings and cognates from other languages. |
| |B 4.1-3 recognize high-frequency target-language idioms within limited contexts. |
| |B 4.2-1 use the target language to identify the products of the target culture and those of his or |
| |her native culture |
| |B 4.2-2 identify similar and different behavioral patterns between the target culture and their native |
| |culture |
| |B 4.2-3 identify practices from the target culture and the student’s native culture. |
| |B 5.1-1 use the target language to respond to target-language speakers encountered outside of |
| |the classroom setting. |
| |B 5.1-2 share examples of the target language and culture with people encountered outside of the classroom setting. |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My School Life
|Key Vocabulary | |
|Pre-Assessment Evidence\Prior|KWL Chart |
|Knowledge Needed | |
|Building Background Knowledge|Basic school knowledge/school life in U.S. |
|Culminating/ Summative |Test |
|Assessment Evidence |Internet Generated School Schedule in target language |
|Formative Assessment Evidence|Venn Diagram |
| |Perform information gap activities with school schedules |
| |Use Internet to identify subjects in target country schools at various levels |
| |Perform listening activities with students talking about their schedules in the target country |
| |Jot down day and time from recorded phone messages regarding after school activities |
| |Talk with a partner to plan after-school activities |
| |Share information about school in pairs |
| |Describe an ideal class, teacher, or schedule |
|Integrations/ Connections |Variety in learning skills to meet different learning styles. |
|Instructional Activities Bank|Language ladder to introduce excuses for not having homework |
| |Brainstorming |
| |Gouin series about a typical school day |
| |Cooperative learning/review of material |
| |Direct Instruction |
| |TPR |
| |Communication gap activities |
| |Paired activities |
| |TPR Storytelling (a day in the life of student “X”) |
| |Questioning strategies (yes/no, either/or, multiple choice, one word/short answer) |
| |Cultural comparisons |
| |Graphic organizers to compare schools, schedules and activities |
|Differentiation |Math: age |
| |ELA: write a paragraph/ write a letter |
| |Technology: computer activities |
| |Arts: graphic organizers, pictures, photos, and posters |
| |Social Studies: sociology, family, and friends |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My School Life
|Rubric |*Teachers create rubrics and grading scales to meet the individual needs of each level course. |
|Resources and Materials |Photos of schools and school life in the US and target country |
| |Appropriate audio and or video clips of students in target country schools |
| |Pictures, illustrations, and flashcards of school subjects and after-school activities |
| |Templates for graphic organizers including Venn diagrams, t-charts |
| |Authentic resources featuring schools in a target language country including report cards, schedules, building layout, extracurricular activities, school lunch |
| |and transportation to and from school |
| | |
| |Classroom Resources for All Units |
| |Textbook |
| |Ancillary materials |
| |Communicative pairs activities |
| |Listening and writing activities |
| |Video Clips |
| |Language ladders |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Free Time
|Unit Topic |Length of Unit |
|My Free Time |21 Days |
|Enduring Understanding |Student will understand that |
| |Students spend their free time in different ways. |
| |Extracurricular activities are often times not part of school life outside of the U.S. |
| |Some free time activities are culturally defined. |
|Focus/Essential Questions |How is leisure time defined in the target culture? |
| |How do family and friends influence leisure activities? |
| |What is the role of family in student extracurricular activities? |
|Instructional Objectives |The student will be able to: |
| |Make plans for the free time in the target language. |
| |Read schedules to help them make plans. |
| |Compare leisure activities in the target culture and in their community. |
| |Discuss preferences for food, leisure activities, etc. with classmates. |
| |Extend an invitation to a peer to participate in a leisure activity. |
|Standards/ Indicators |B 1.1-2 understand and express basic courtesies and related gestures |
| |B 1.1-4 use the target language to express personal information with others. |
| |B 1.1-6 use the target language to express personal likes, dislikes, agreement, and disagreement |
| |regarding familiar topics. |
| |B 1.1-7 ask and answer simple questions |
| |B 1.2-3 identify the main idea in authentic target-language materials, in both oral and written |
| |forms. |
| |B 1.2-4 understand information on familiar topics that is conveyed in the target language in |
| |sentence-level oral and written presentations. |
| |B 1.3-5 use the target language to list and compare information from simple sources. |
| |B 1.3-6 communicate information in the target language in sentence-level oral and written |
| |presentations on familiar topics. |
| |B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life. |
| |B 2.1-3 use the target language to identify the cultural practices that are particular to the target |
| |culture. |
|Standards/ Indicators con’t|B 2.2-4 use the target language to identify social, economic, and political perspectives within the |
| |target culture. |
| |B 3.2-1 use the target language to identify viewpoints within the target culture that are expressed |
| |in sources intended for native speakers. |
| |B 4.1-2 identify word borrowings and cognates from other languages. |
| |B 4.1-3 recognize high-frequency target-language idioms within limited contexts. |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Free Time
|Key Vocabulary | |
|Pre-Assessment Evidence |KWL Chart |
|Building Background Knowledge|Analysis of learner’s free time |
| |Analysis of extracurricular activities |
|Culminating/ Summative |Lesson Test |
|Assessment Evidence |Write plans (schedule of afternoon activities) |
| |Role play with café scene |
|Formative Assessment Evidence|List personal leisure activities |
| |Compare personal choices of leisure activities with a partner |
| |Sequence leisure activities throughout the day or week |
| |Express time and date |
| |Describe an ideal weekend |
| |Survey classmates about preferences for snack food, leisure, activities, etc. |
| |Compare leisure activities in US with activities in the target culture |
| |Question and answer on various schedules |
| |Create a mini-poster presentation about how US and target culture students spend their free time |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Free Time
|Integrations/ Connections |Variety of instructional skills to meet different learning styles |
|Instructional Activities Bank|Language ladder for responding to invitations |
| |Language ladder for polite requests |
| |Communication gap activities |
| |Paired activities |
| |Cooperative learning |
| |Questioning strategies (yes/no, either/or, multiple choice, one word/short answer |
| |Direct instruction of vocabulary |
| |TPR for vocabulary introduction |
|Differentiation |Variety of instructional skills to meet different learning styles |
|Rubric |*Teachers create rubrics and grading scales to meet the individual needs of each level course. |
|Resources and Materials |Photos of leisure time and extracurricular activities in the US and target country |
| |Authentic schedules, tickets, menus |
| |Samples of the target country currency |
| |Target language Web sites on leisure activities |
| |Appropriate audio and/or video clips of students in target country involved in leisure time activities |
| |Templates for graphic organizers including Venn diagrams, t-charts, etc. |
| | |
| |Classroom Resources for All Units |
| |Textbook |
| |Ancillary materials |
| |Communicative pairs activities |
| |Listening and writing activities |
| |Video Clips |
| |Language ladders |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Community
|Unit Topic |Length of Unit |
|My Community |21 Days |
|Enduring Understanding |Students will understand that |
| |there are alternatives to traveling by car. |
| |tourist destinations are culturally defined. |
| |Countries use different systems of measurement |
|Focus/Essential Questions |What factors influence how we travel within cities and communities? |
| |What is the role of the automobile in a culture? |
| |What defines a location as a tourist destination? |
| |What factors influences where we go within cities and communities? |
|Instructional Objectives |The student will be able to: |
| |Compare city features in the target country and their community. |
| |Discuss travel options within and between cities. |
| |Describe features of a city that interest them. |
| |Give and follow directions to get from one location to another in a city. |
| |Read maps to help negotiate travel and getting from one place to another. |
|Standards/ Indicators |B 1.1-3 give and follow simple directions (directions in town) |
| |B 1.1-5 understand and express basic needs, including food, drink, shelter, travel assistance |
| |(getting around town) |
| |B 1.1-6 use the target language to express personal likes, dislikes, agreement, and disagreement |
| |regarding familiar topics. |
| |B 1.1-7 ask and answer simple questions |
| |B 1.2-1 respond appropriately to simple directions and commands (directions in a city or map) |
| |B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials. |
| |B 1.2-3 identify the main idea in authentic target-language materials, in both oral and written |
| |forms. |
| |B 1.2-4 Understand information on familiar topics that is conveyed in the target language in |
| |sentence-level oral and written presentations. |
| |B 1.3-2 use visuals as support in communicating a message. |
| |B 1.3-3 express likes or dislikes about familiar topics (activities in a town) |
| |B 1.3-6 communicate information in the target language in sentence-level oral and written |
|Standards/ Indicators con’t|presentations on familiar topics. |
| |B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life. |
| |B 2.1-3 use the target language to identify the cultural practices that are particular to the target |
| |culture. |
| |B 3.1-1 locate modern language resources and identify information to enhance knowledge of |
| |other subject areas (metric system) |
| |B 3.2-1 use the target language to identify viewpoints within the target culture that are expressed |
| |in sources intended for native speakers. |
| |B 4.1-1 recognize and imitate the sound patterns of the target language |
| |B 4.1-2 identify word borrowings and cognates from other languages. |
| |B 4.1-3 recognize high-frequency target-language idioms within limited contexts. |
| |B 4.1-4 identify the mechanics of the target language and use them within limited contexts in |
| |written work |
| |B 4.2-1 use the target language to identify the products of the target culture and those of his or |
| |her native culture |
| |B 4.2-2 identify similar and different behavioral patterns between the target culture and the |
| |students native culture |
| |B 4.2-3 identify practices from the target culture(s) and the students native cultures (activities, daily |
| |schedule) |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Community
|Key Vocabulary | |
|Pre-Assessment Evidence |KWL Chart |
| |What do we have in our town? |
| |Knowledge of one’s measuring and monetary system |
|Building Background Knowledge|Directions, measurements, money |
| |Knowledge of one’s community |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Community
|Culminating/ Summative |Lesson test |
|Assessment Evidence | |
|Formative Assessment Evidence|Compare distances among attractions |
| |Design a travel brochure |
| |Demonstrate ability to follow directions |
| |Estimate time to travel distances between locales |
| |Discuss preferences for tourist activities with a classmate |
|Integrations/ Connections |Math: measurement (money) |
| |ELA: written paragraph |
| |Technology: Internet (computer research) |
| |Arts: posters, brochures, organizers |
| |Social Studies: geography and map skills |
|Instructional Activities Bank|Language ladder for ways to make requests (directions, a favor, information) |
| |Communication gap activities |
| |Paired activities |
| |Cooperative learning |
| |Questioning strategies (yes/no, either/or, multiple choice, one word/short answer) |
| |Direct instruction of vocabulary |
| |TPR |
| |Cultural comparisons about transportation and tourist destinations |
|Differentiation |Math: measurement (money) |
| |ELA: written paragraph |
| |Technology: Internet (computer research) |
| |Arts: posters, brochures, organizers |
| |Social Studies: geography and map skills |
|Rubric |*Teachers create rubrics and grading scales to meet the individual needs of each level course. |
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I Grade Level: 10-12 Big Idea: My Community
|Resources and Materials |Photos of tourist destinations and activities in the US and target country |
| |Appropriate audio and/or video clips of students in target country involved in tourist activities |
| |Target language Web sites of tourist destinations |
| |Pictures of modes of transportation in the US and the target culture |
| |Directional maps |
| |Authentic schedules, tickets |
| |Templates for graphic organizer including Venn Diagrams, t-charts |
| | |
| |Classroom Resources for All Units |
| |Textbook |
| |Ancillary materials |
| |Communicative pairs activities |
| |Listening and writing activities |
| |Video Clips |
| |Language ladders |
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