Spanish III Pacing Guide



Spanish for Native Speakers Pacing Guide

Middle School Year 3 Sequence

Excerpt from the North Carolina Standard Course of Study

This course is designed specifically for native/heritage speakers of Spanish who already have some oral language proficiency. The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and enhance proficiency in Spanish by providing them the opportunity to listen, speak, read, and write in a variety of contexts and for a variety of audiences including the family, school, and the immediate community. The course will allow students to explore the cultures of the Hispanic world including their own and it will enable students to gain a better understanding of the nature of their own language as well as other languages to be acquired.

This guide is for an A/B day schedule. This means that if a unit takes 8 days you can figure on 16 days in total. This also means that weeks will only include 2 – 3 days of class. The plans are to begin after the first two days of class allowing for introduction to course, issuing of textbooks, and other beginning of school tasks. The NC SCS goals and objectives are listed for each unit. These are goals and objectives that can be met by the various activities and lessons in each unit. Understandably, you may or may not finish the textbook. This guide should serve as a “best-case scenario.” Focus more on students’ language acquisition rather than on finishing the text.

On-going projects for entire year:

• Students will participate in a Reading Group by genre (fiction, short stories, novels, non-fiction, drama, poetry, mysteries).

• Students will keep a Response Journal in a composition notebook.

• Students will read newspaper articles and present the information contained in the article.

(NCSCOS: 1.02, 2.06, 2.07, 4.01, 4.07, 5 & 7)

Objectives Students will talk about, read, listen to, and understand:

• Who am I in my community? - ¿Quiénes somos en nuestra comunidad?

|EQ/ Time |Topic |NC |Unit / Resources |Suggested |

| | | | |Activities |

| |Vocabulary |Grammar |Reading/Writing |SCOS | | |

|Quarter 1: | | | | |TB = textbook |Introduce the purpose of the course. They will be |

|La exeriencia migrante | | | | |WB = workbook |able to read and write Spanish more proficiently by |

|¿Cómo es la experiencia | | | | | |the end of the year. |

|migrante? | | | | | | |

Week 1 | | | | |Notebook for response journal |Fill out information sheet

• Start a response journal (ex.)

o Format journal

o ¿Qué es lo que menos te gustó hacer este verano?

o Exchange journals & group correct

o Put writing examples from the lessons in their journal. | |Weeks 2 – 4 |Lección 1 |El verbo

División de sílabas

Los anglicismos |Cajas de carton

Descriptive writing | |Sendas Literarias 1 |Review family trees (include extended family)

• Write about a teacher who was special to you (like the one in the story)

• Watch videos on Learn360 about immigration

• Draw a storyboard about the immigration experience | |Weeks 5-7

|Lección 2 |Tono

Modo

Los anglicismos

Diptongo |El trabajo en el campo

Narrative writing (pg 172) | |Sendas Literarias 1 |Discussions about “machismo” (make a T-chart with past and present societal norms)

• Compare American and Latin-American family relationships in terms of men and women roles | |Weeks 8-10 |Lección 3 |Persona

Número

Elipsis

Dialecto

Hiato |Los inocentes

Biographical writing | |Sendas Literarias 1

Speak with your EC specialist |Biographical poem (about yourself) – pg. 188

• Make a list of opportunities that people with disabilities (mental and physical) have today

• How can we include / show acceptance of people with disabilities?

| |Weeks 11-13 |Lección 4 |Prosa

Verso

La conjugación

Triptongo

|Al partir

Descriptive writing | |Sendas Literarias 1

Castles to Cowboy |Discuss Spain and Cuba

• Write a postcard about a place that you have visited (setting)

• Avalancha (Conjugation game-see resource guide) | |Weeks 14-16 |Lección 5 |Motivos y sentimientos de personajes

Los verbos regulares e irregulars

Los cognados

|Kike

Expository non-fiction writing about immigration statistics | |Sendas Literarias 1 |Note to teacher: Research / watch a documentary about Cuba and Fidel Castro to better understand the setting of the story.

• Discussion about differences in schools in Latin-America and the United States (schedules and facilities)

• Discussion about reasons why people decide to leave their home country | |Unit 2:

Relaciones familiares

¿Cómo crecemos a travez de las relaciones familiares (emocional, social, spiritual, etc.)? | | | | | | | |Weeks 17-19 |Lección 1 |Los tiempos del verbo

La correspondencia: Una carta formal

Las palabras agudas |Como un escolar sencillo | |Ten energizers for an active language classroom |Note to teacher: Research / watch a documentary about Cuba and Fidel Castro to better understand the setting of the story.

• Play bluff (see resource guide) | |Weeks 20-22 |Lección 2 |Los tiempos simples del verbo en el pasado

La correspondencia: Una carta social

Las palabras llanas |Primer amor | | |Ask what they think about the title before reading the story

• Before writing the poem on page 257, think about someone in your life that you really want to thank. Write the poem to that person. | |Weeks 23-25 |Lección 3 |La semblanza

El presente perfecto

El pluscuamperfecto

El sobre

La palabras esdrújulas y sobreesdrújulas |Mi abuela fumaba puros

Persuasive writing (pg. 280) | |Talk to language arts teachers about activities that they do with irony. |How can we infer that the father committed suicide (read pgs. 269-271)?

• What is irony (pg. 273)?

• What is the irony in this story?

• Give personal examples of irony? | |Weeks 26-28 |Lección 4 |El condicional

Las abreviaciones

El acento diacritico |Raining backwards

Persuasive writing (pg. 298) | | |Ask what happens on page 293 with ***? - Kieth (Kicito) has grown up

Note to teacher: A possible interpretation of the story is that when it is raining backwards the person is about to die.

• Review anglicismos | |Weeks 29-31 |Lección 5 |Complementos del verbo

Una invitación

|Tres generaciones | | | | | | | | | | | | |

Resources

• Cuadros de Familia for 1st quarter

• Pasos books from Santillana

• Que Pasa newspaper

• Nuevo Siglo 5 / Santillana

• Castles to Cowboys for 2nd quarter

• Grolier La Nueva Enciclopedia de Cumbre on NCLearn / NCWISEOWL websites

• Todo el Mundo Cocina Arroz

• (Graphic organizers in Spanish)

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