Spanish III Pacing Guide



Spanish III Pacing Guide

Grade 8 Continuing Sequence

Excerpt from the North Carolina Standard Course of Study

The Continuing Program is a sequential program which builds on the previous study of the target language and its culture as initiated in the elementary grades. It allows students to perform the basic functions of the language using increasingly complex structures and to become familiar with some detailed elements of its culture. The emphasis is placed on the on-going progressive development of the four skills of listening, speaking, reading, and writing within a given context extending outside of the classroom setting. The context focuses on adolescents’ lives, needs, and experiences, but also expands into other aspects of life and exposes students to a variety of customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language needs (functions).

A somewhat detailed study of the culture, its products (e.g. songs, games, food, traditions), perspectives (e.g. attitudes, values, beliefs), and practices (patterns of social interaction) is included in the program. Students acquire some understanding of how languages and cultures work by comparing the target language and culture(s) to their own.

Integration of other disciplines is on-going throughout the curriculum.

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. 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.

ACTFL K-12 Performance Goals to achieve by the end of Middle School Level III, Grade 8:

• Write short messages and notes by recombining learned vocabulary and structures to form simple sentences on familiar topics.

• Present visuals to enhance comprehensibility in both oral and written presentations.

• Comprehend information and vocabulary when a partner uses objects, visuals, and gestures in speaking or writing.

• Recognize structural patterns in target language narratives and derive meaning within familiar contexts.

• Recognize a variety of vocabulary words and expressions related to familiar topics embedded within relevant curricular areas.

• Rely on repetition, non-verbal expression, and visuals to communicate a message.

• Imitate the use of culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors modeled by the teacher.

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

• Shopping for clothes, their preferences, how they fit, and how much they cost (Chapter 7 A)

• The past using the preterite and direct object pronouns (Chapter 7 B)

• Vacations, places of interest, modes of transportation (Chapter 8 A)

• Volunteer work, community service, present, preterite, and indirect object pronouns (Chapter 8B)

• Kinds of TV programs, movies, express opinions and preferences (Chapter 9A)

• Tradition and electronic forms of communication, computers, stem-changing verbs (Chapter 9 B)

|Theme/ Time |Topic |NC |Chapter |Suggested |

| | | | |Activities & Resources |

| |Vocabulary |Grammar |Culture |SCOS | | |

|September through beginning|Repaso | | |1.1, 1.2, 1.3, 4.1 |Para Empezar, pages |Buscacontestas-create a fun search activity that |

|of October | | | | |2-29 |requires students to interact with one another to |

|(13-14 days) | | | | | |find answers to review questions |

|Mis amigos y Yo |Activities |Students should be able to |Compare teen activities in US with| 1.02-1.04 |Page 4 and Actvidades |Use transparencies with activity pictures and the |

| | |discuss what they do and |Spanish countries-most popular |2.01, 2.02, 2.04, 2.05 |1-4 on pages 6-8 |Input Scripts from the Teacher’s Resouce Book |

| | |don’t like TO DO using AR, |sports | | | Web Code: jbd-0001 vocabulary |

| | |ER, IR verbs with GUSTAR | | | |practice |

| |Adjectives and adjective | Students should be able to | |3.02-3.04 |Page 5 and Actividades |Skits or role-play using vocabulary. |

| |agreement |describe themselves and other| |4.01, 4.02, 4.07, 4.08 |5-7 on pages 8-9 |Según mis amigos vs. mi familia… |

| | |people using SER + ADJ | |5.04-5.08, 5.10 | |Students write an e-mail in Spanish using p. 6 as a |

| | | | | | |guide |

|La Escuela |Classroom objects, class |Ser, Hay |Look at schedules for schools in |6.03, 6.04 |Pages 10-11; |Identify classroom objects with Spanish vocabulary |

| |schedules | |Hispanic countries. | |Actividades 8-14 |strips |

| | | |Compare schools in | | |create Spanish signs for Core Classes and label the |

| | | |Spanish-speaking countries vs. | | Web |door |

| | | |US-uniforms, teacher respect, etc.| |Code: jbd-0004 |type your class schedule in Spanish |

|La Comida |Foods |Comer, Compartir, Gustar |Chili peppers & cheese culture |7.04, 7.06 |pp. 18-21 |Create a menu, sample foods |

| | | |notes TE bottom of 19, 21 | | |jbd-0006 |

|Pasatiempos |Places in the Community, |IR + A + Infinitive verb |Fiesta downtown WS |2.01, 4.03, 6.02 |pp. 22-23, Actividades |Report on Famous Hispanic Athlete, , |

| |leisure time |IR + A + Place |Famous Hispanic Athletes | |21-28 |Web Code jbd-0007 & jbd-0009 |

| | |Jugar | | | | |

|Tema 7: A October through |Clothing |Stem- changing verbs: pensar,|Joan Miró |1.01, 1.02, 1.04, 1.05 |p. 156,175 |Vocabulary Practice: Web Code jbd-0701 |

|end of November | |querer, preferir |Fernando Botero | | | |

|(18-21 days) | | |Carolina Herrera | | | |

|De Compras |Shopping |Demonstrative Adjectives |Las Molas p. 178 |2.01-2.05, 3.01, 3.02, |p.161, 172,176-177 |Have a fashion show. |

|pp.153-183 | |Me queda bien/mal | |3.04, 3.06 | |Video: Una noche especial with pp. 158-160 |

| |Prices |¿Cuánto cuesta? |Currency |4.01-4.05, 4.07, 4.08, |p. 157, 165 |Shopping skit or role-play. |

| |Numbers 100+ | |Gestures |5.01, 5.03-5.05, 5.07, | |Bargaining skit-yard sale/flea market. |

| | | | |5.10, 5.11 | | |

| | | | |6.03, 7.04-7.06 | | |

| |Expressing what you plan |Stem- changing verbs: pensar,|Carnaval p. 177 | |p.166 nonverbal |Tell about plans for Christmas break. |

| |to do |querer, preferir | | |language, p. 168 |p. 168 Actividad 17 |

| | | | | |conjugations | |

|Tema 7: B |Gift buying |Preterite AR verbs |Seasonal: Día de los Muertos, Día| | |GramActiva Videos, Videohistoria Un regalo especial |

|pp. 184-214 | | |de la Raza | | |w/pp. 188-190 |

| | |Rules for gar, -car, and –zar| | | |Vocabulary practice jbd-0712 |

| |Shopping center-types of |Nouns ending in –ería |Ñandutí | | |Design a shopping center, draw each store with |

| |stores | | | | |appropriate advertisements. |

| |Jewelry and accessories |Direct object pronouns lo, la|Artesanias | | |Complete fashion show with jewelry and accessories. |

| | |, los, las |El Museo del Oro | | | |

|December through January | | | | |Tema 8: A | |

|(15-18 days) | | | | | | |

|De Vacaciones |Things to do on vacation |Preterite of Ir |El Greco |1.01, 1.02, 1.04, 1.05 |pp.216-247 |Web Code jbd-0801 |

| | | | | | |Make a scrapbook about a past vacation. Use pp. |

| | | | | | |250-251 as a guide |

| |Places to visit on |Preterite of ER and IR verbs |Travel places |2.01-2.05 | |Make a travel brochure, including popular tourist |

| |vacation | | |3.01-3.03, 3.05-3.07 | |destinations, prices, modes of transportation. |

| |Modes of transportation |Personal “a” |Metro |4.01, 4.03, 4.04, 4.07 | |Practice reading a metro map from Mexico or Spain. |

| | | | |5.01, 5.02, 5.03-5.05, | | |

| | | | |5.09-5.11 | | |

| | | | |6.02, 6.04 | | |

| | | | |7.02, 7.04-7.06 | | |

| |Points of interest | |Seasonal: Las Posadas, el Año | | |Make “Los ojos de Dios” using p. 242 as a guide. |

| | | |Nuevo, los Tres Reyes | | |Discuss cultural similarities and differences between|

| | | | | | |Holiday celebrations and vacation times |

| | | | | | | |

|January through February |Ayudando en la Comunidad | | | |Tema 8: B | |

|(15-18 days) | | | | | | |

| |Volunteer work |Nouns ending in –dad, -tad, |Peace Corps |1.01, 1.02, 1.04, 1.05, |pp.248-279 |Have a guest speaker involved with Peace Corp or |

| | |-ción, and -sión |Habitat for Humanity International|2.01-2.05 | |Habitat for Humanity visit the class to talk about |

| | | | |3.02-3.04, 3.06 | |experiences. |

| | | | |4.01, 4.04-4.07, 5.01, | | |

| | | | |5.02, 5.04-5.08, 5.10 | | |

| | | | |6.01-6.04, 7.04-7.06 | | |

| |Recycling |Present tense of decir and |Recycling practices | | |Have the classes organize recycling at your school. |

| | |the past of hacer and dar |Rain Forests | | |They can make flyers or brochures in the target |

| | | | | | |language to promote recycling & volunteerism. |

| | |Indirect object pronouns |Conservation practices | | | |

| | | | | |Ch. 9A, pp. 280-307 | |

|March through the beginning| | | | | | |

|of April |Medios de Comunicación | | | | | |

|(10-12 days) | | | | | | |

| |Describing types of movies|Acabar de + infinitive |Luis Buñuel |1.01-1.05 | |Ask & answer questions about a TV show or movie |

| |and TV shows | | |2.01-2.05 | |students have just seen |

| |Expressing opinions about |Using verbs such as: gustar,|Gestures |3.01-3.06 | |Have students create a News Broadcast, like the Today|

| |movies and TV shows |aburrir, encantar, faltar, | |4.01, 4.04-4.08 | |Show to feature Weather, Sports, Major news stories, |

| | |interesar, quedar, doler | | | |Entertainment, etc. but in Spanish (See also |

| | | | | | |) |

| |e-ie stem verb |Empezar (e-ie) |TV shows: telenovelas, Sábado |5.01, 5.02, 5.04-5.08, | |Make up a TV guide for the week of favorite shows. |

| | | |Gigante, Univisión |5.10, 5.11 | | |

| | |Terminar | |6.01, 6.03, 6.04, | |Watch an authentic program or excerpts from a TV show|

| | | | |7.04-7.06 | |in a Hispanic country. |

|April through June |La Tecnología | |Seasonal: 5 de mayo | |Tema 9: B | |

|(15-18 days) | | | | |pp. 308-335 | |

| |Vocabulary for computers |Stem changing verbs e-i: |Comparing perspectives on |1.01-1.05 | |Set up a class Web Page on the internet. |

| |and Internet |pedir, servir |technology |2.01-2.05 | |Have internet pen pals for students |

| |Stem changing verbs e-i |Using Saber and Conocer |Cibercafés |3.01-3.06 | | |

| | | | |4.01, 4.04-4.08 | | |

| |Saber/Conocer |Adding –mente to form an |La Real Academia Española |5.01, 5.02, 5.04-5.08, | |Research “new” Spanish words/phrases. |

| | |adverb | |5.10, 5.11 | | |

| | | |Ciberspanglish |6.01, 6.03, 6.04, | |Compare/contrast ciberspanglish with L337 (computer |

| | | | |7.04-7.06 | |slang) speak of US teens. |

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