Spanish 1 Curriculum Map (rev. 2014)

Broad Topic/Unit Para Empezar

Pacing Guide: (Middle Schools) September - November

Learning Standards: See attached standards document

Essential Questions

Why is it important to

study Spanish as a

foreign language?

Objectives

Greet people at different times

of the day Introduce yourself to others Respond to classroom

directions Count from 1-100 Tell time Identify parts of the body Identify and locate the

geography of Spanish-

speaking countries Talk about things in the

classroom Ask questions about new

words and phrases Use the Spanish alphabet to

spell words Talk about things related to the

calendar Describe the weather Identify the seasons

Language functions

and structures Tú and usted: Formal

vs. informal Cognates Masculine and

feminine nouns Punctuation and

Accent Marks

Vocabulary Greetings Days, weeks, months Numbers 1-100 Alphabet Classroom commands Classroom objects Classroom requests Weather Expressions

Accommodations

/Extensions Provide digital clocks Color code vocabulary Additional time for

completion of

assignments Modification of

amount of homework Pre-reading strategies Graphic Organizers Alternative

assessments Textbook for home

and school

Resources: See Para Empezar Shared Folder

Common Labs/Experiences/Lessons: See Para Empezar Shared Folder

Assessments: See Para Empezar Shared Folder

Broad Topic/Unit Los gustos

Pacing Guide: (Middle School) November - January

Learning Standards: See attached learning standards

Essential Questions

Why is it important to study

Spanish as a foreign language?

How does what you do

define you as a person?

Objectives

Talk about activities

you like and don’t

like to do.

Ask others what they

like to do.

Compare and contrast

cultural perspectives

on favorite activities.

Language

Functions and

Structures

Expressions of

likes/dislikes

Me/Te/Le gusta +

infinitives

También/Tampoco

Vocabulary

Activities/Infinitives

Accommodations

/Extensions

Color code vocabulary

Additional time for

completion of

assignments

Modification of

amount of homework

Pre-reading strategies

Graphic Organizers

Alternative

assessments

Textbook for home and

school

Resources: See 1A Shared Folder

Common Labs/Experiences/Lessons: See 1A Shared Folder

Assessments: See 1A Shared Folder

Broad Topic/Unit ¿Quiénes somos mis amigos y yo?

Pacing Guide: (Middle School) February - April

Learning Standards: See attached learning standards

Essential Questions

Why is it important to study

Spanish as a foreign

language?

How does what you do

define you as a person?

Objectives

● Talk about

personality traits

● Ask and tell what

people are like

● Use adjectives to

describe people

● Understand

cultural

perspectives on

friendship

Language Functions

and Structures

● Adjectives

● Definite and

indefinite

articles

● Word Order

● Gender and

number of

articles, nouns

and adjectives

● Adjective/noun

agreement

● The verb Ser

(soy, es)

Vocabulary

● Adjectives:

Personality Traits

● Transition/Linkin

g Words

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 1B shared folder

Common Labs/Experiences/Lessons: See 1B shared folder

Assessments: See 1B shared folder

Broad Topic/Unit Tu día en la escuela

Pacing Guide:

Learning Standards: See attached standards document

Essential Questions

How do cultural

products, practices,

and perspectives

affect education?

How does the school

day differ between

different Spanish-

speaking regions?

Objectives

Talk about 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

Language Functions and

Structures

Subject pronouns

Conjugations of regular –

AR verbs

Vocabulary

Classes in school

Adjectives to describe

teachers/classes

Ordinal numbers (1st -

10th)

Classroom objects

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 2A Shared Folder

Common Labs/Experiences/Lessons: See 2A Shared Folder

Assessments: See 2A Shared Folder

Broad Topic/Unit Tu sala de clases

Pacing Guide:

Learning Standards: See attached standards document

Essential Questions

How do cultural products,

practices, and perspectives

affect education?

How does the school day differ

between different Spanish-

speaking regions?

Objectives

Describe a classroom

Indicate where things are

located

Talk about more than one

object or person

Understand cultural

perspectives on school

Language Functions

and Structures

Plural form of nouns,

adjectives, definite and

indefinite articles

Prepositions of location

De - used for possession

Possessive adjectives mi

and tu

The verb Estar

Vocabulary

Classroom

items/furniture

Location words

Hay

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of

assignments.

Modification of amount

of homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 2B Shared Folder

Common Labs/Experiences/Lessons: See 2B Shared Folder

Assessments: See 2B Shared Folder

Broad Topic/Unit Buen provecho

Pacing Guide: (Middle Schools)

Learning Standards: See attached learning standards

Essential Questions

Why and how does food

define a culture?

How does where you live

affect your eating habits?

Objectives

Talk about foods and

beverages for

breakfast and lunch.

Read, write, listen and

speak about foods and

beverages for

breakfast and lunch.

Ask and answer

questions about what

people eat for

breakfast and lunch.

Talk about likes and

dislikes.

Express how often

something is done.

Understand cultural

perspectives on

meals.

Language Functions

and Structures

Expressions of

frequency

Conjugating ­-ER and

­-IR verbs

Using Gustar and

Encantar with plural

nouns.

Vocabulary

Breakfast foods

Lunch foods

Beverages

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See shared 3A folder

Common Labs/Experiences/Lessons: See Shared 3A Folder

Assessments: See Shared 3A Folder

Broad Topic/Unit La vida saludable

Pacing Guide: (Middle Schools)

Learning Standards: See attached learning standards

Essential Questions

What does it mean to be

healthy?

Objectives

Talk about foods and

beverages for dinner.

Describe what people

or things are like.

Discuss food, health

and exercise choices.

Express

agreement/disagreeme

nt

Express personal food

preferences.

Compare and contrast

healthy and unhealthy

lifestyles

Understand cultural

perspectives on diet

and health.

Language Functions

and Structures

Review plurals of

adjectives

Review the verb Ser

The verb Deber +

infinitive

The verb Hacer

The verb Preferir

Vocabulary

Dinner foods

Snacks

Health and Nutrition

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 3B Shared Folder

Common Labs/Experiences/Lessons: See 3B Shared Folder

Assessments: See 3B Shared Folder

Broad Topic/Unit ¿Adónde vamos?

Pacing Guide: (Middle Schools)

Learning Standards: See attached learning standards

Essential Questions

How does shopping vary

from country to country?

How does where you live or

are located determine or

influence how or where you

shop?

How does where you live

impact what you do in your

free time?

Objectives

Talk about locations in

your community.

Discuss leisure

activities.

Talk about where you

go and with whom.

Learn how to ask

questions.

Understand cultural

perspectives on leisure

activities.

Language Functions

and Structures

The verb Ir

Interrogative words

The preposition a + the

definite article

Definite articles + days

of the week

Para + infinitive

Vocabulary

Locations in the

community

Leisure activities

Interrogative words

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 4A Shared Folder

Common Labs/Experiences/Lessons: See 4A Shared Folder

Assessments: See 4A Shared Folder

Broad Topic/Unit ¿Quieres ir conmigo?

Pacing Guide: (Middle Schools)

Learning Standards:

Essential/Guiding Questions

How does where you live

affect what you do and where

you go in your free time?

How might your culture

impact how you accept or

decline an invitation?

Objectives

Talk about activities

outside of school.

Describe Feelings

Extend, accept and

decline invitations

Tell when an event

happens or is going to

happen

Understand cultural

perspectives on after-

school activities.

Language Functions

and Structures

Asking questions

The verb Jugar

Ir + a + infinitive

Expressions that use

infinitives

Extending invitations

using te gustaria,

quieres, and puedes

Vocabulary

Sports and activities

Expressions of time

Expressiones to say

how someone feels

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See Shared 4B Folder

Common Labs/Experiences/Lessons: See Shared 4B Folder

Assessments: See Shared 4B Folder

Broad Topic/Unit La familia

Pacing Guide: (Middle Schools)

Learning Standards:

Essential/Guiding Questions

How are families from

different cultures

similar/different?

Objectives

Describe families

Talk about

celebrations and

parties

Ask and tell ages

Express possession

Recognize diminutive

forms of nouns

Understand cultural

perspectives on family

and celebrations

Language Structures

and Functions

Ser and Estar

Tener Expressions

The verbs Tener,

Venir, and Decir

Possessive adjectives

Vocabulary

Family

Celebrations/Parties

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 5A Shared Folder

Common Labs/Experiences/Lessons: See 5A Shared Folder

Assessments: See 5A Shared Folder

Broad Topic/Unit Celebraciones, familia, reuniones

Pacing Guide: (Middle Schools)

Learning Standards:

Essential/Guiding Questions

How are celebrations from

different cultures

different/alike?

Objectives

Talk about 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: (holidays

and important

celebrations –

quinceañera, las

bodas, graduaciones,

el bautismo)

Language Structures

and Functions

Ser and Estar

Possessive Adjectives

Gustar/Encantar with

plural nouns

Expressing needs in a

restaurant

Vocabulary

Celebrations/Parties

Restaurant/Place

Settings

Physical Descriptions

Adjectives describing

food

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 5B Shared Folder

Common Labs/Experiences/Lessons: See 5B Shared Folder

Assessments: See 5B Shared Folder

Broad Topic/Unit El dormitorio

Pacing Guide: (Middle Schools)

Learning Standards: See attached learning standards

Essential/Guiding Questions

Objectives

Talk about your

bedroom

Identify bedroom

items and electronic

equipment

Identify basic furniture

items

Recognize and begin

to use the comparative

and the superlative

Use colors to describe

things

Describe bedroom

items and electronic

equipment

Make comparisons

Understand cultural

perspectives on homes

Language Structures

and Functions

Review -AR, -ER, -IR

conjugations

Review possessive

adjectives

Stem-changing verbs o

- ue

Comparative and the

superlative

Vocabulary

Review Colors

Review prepositions of

location

Bedroom/furniture

terms

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 6A Shared Folder

Common Labs/Experiences/Lessons:See 6A Shared Folder

Assessments: See 6A Shared Folder

Broad Topic/Unit El hogar

Pacing Guide: (Middle Schools)

Learning Standards: See attached learning standards

Essential/Guiding Questions

How does where I live shape

who I am?

What make places unique and

different?

How does where I live

influence how I live?

Objectives

Identify rooms in a

house

Name household

chores

Use the present

progressive tense

Recognize and begin

to use affirmative tú

commands

Tell where you live

Understand cultural

perspectives on

different types of

housing

Understand distinctive

cultural aspects of

houses and living

spaces in the Spanish

speaking world

Language Functions

and Structures

Present progressive

Affirmative tú

commands

Vocabulary

Review family

vocabulary

House/home

Chores

Accommodations

/Extensions

Color code vocabulary.

Additional time for

completion of assignments.

Modification of amount of

homework.

Pre-reading strategies.

Graphic Organizers.

Alternative assessments.

Textbook for home and

school.

Resources: See 6B Shared Folder

Common Labs/Experiences/Lessons: See 6B Shared Folder

Assessments: See 6B Shared Folder

Spanish II 2013-14

Broad Topic/Unit Title: Review and Careers (Contemporary Life, Personal and Public Identities (personal interests and self))

Pacing Guide: 5 weeks (Aug-Sept)

Learning Standards:

ACTFL Standards

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

MA Curriculum Frameworks

1.3 Ask and answer questions*

1.5 Exchange information and knowledge

1.6 Express likes and dislikes

2.3 Obtain information and knowledge*

2.4 Read or listen to and interpret signs, simple stories, poems, and informational texts*

3.4 Describe people, places, and things*

3.6 Present information in a brief report*

4.1 Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells, school routines, and other daily activities.*

7.1 Obtain information and knowledge related to other disciplines from sources in the target language*

5.3 Give examples of borrowed and loan words*

8.1 Apply knowledge of the target language and culture beyond the classroom setting*

Essential Questions

What language learning skills

do I already have?

What are the motivations to

learn another language?

How might learning a

language open doors of

Objectives: SWBAT:

Describe their ideal careers.

Describe advantages and

disadvantages of careers.

Describe what they will be.

Explain how Spanish could

Skills

Use Ir+a+infinitive

Querer + infinitive

Review Ir

Describe likes/dislikes about

jobs. (Gustar (IOPs) (and

verbs like it))

Vocabulary

Careers/Jobs

Things you do at work

Descriptions of people

according to jobs

Places that you work

Accommodations/Extensions

Students may choose to meet

with professional outside of

school and discuss how

Spanish would help with

career.

opportunity?

help them in this field.

Give advice to friends about

how to achieve future career.

Describe skills required for

various occupations.

Adj. Agreement

Saber and conocer

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: Buen provecho (Families and Communities, Ethnicity, Contemporary Life)

Pacing Guide: October

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

1.3 Ask and answer questions*

1.4 Make and respond to requests

1.5 Exchange information and knowledge

1.6 Express likes and dislikes

2.1 Follow directions*

2.2 Understand some ideas and familiar details*

2.3 Obtain information and knowledge*

2.4 Read or listen to and interpret signs, simple stories, poems, and informational texts*

4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical

instruments*

7.1 Obtain information and knowledge related to other disciplines from sources in the target language*

8.1 Apply knowledge of the target language and culture beyond the classroom setting*

Essential Questions

How can I enhance my

connections with people

through language?

What does cuisine tell you

about a culture?

Objectives SWBAT:

Express and solve problems

in a restaurant setting

(requesting food/drink,

complaining about food,

asking for help)

Interact appropriately at a

meal with regards to cultural

differences.

Skills

Stem changing verbs

Ser and Estar

Verbs followed by infinitives (modal

verbs - querer, preferir, deber, soler,

pensar, tener que, hay que, se prohíbe)

Direct object pronouns (not attached to

commands yet)

Vocabulary

Food/Cultural

Dishes vocab

Restaurant vocab

Accommodations/Extensions

Students given “speaking

card” and get it stamped by

staff at Spanish-speaking

restaurant verifying that they

communicated in Spanish.

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: El Día de los Muertos (Contemporary Life, Personal and Public Identities-religion, Beauty and Aesthetics)

Pacing Guide: one week unit - end of October beginning of November

Learning Standards:

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

2.4 Read or listen to and interpret signs, simple stories, poems, and informational texts*

3.6 Present information in a brief report*

4.5 Identify distinctive contributions made by people in the target culture*

6.2 Describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their own culture*

6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own*

6.4 Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture*

Essential Questions

How are aspects of cultural identity expressed in

holidays and celebrations?

How do you compare the Day of the Dead traditions

to Halloween traditions and Memorial Day

Traditions?

How is contemporary life influenced by cultural

products, practices, and perspectives?

Objectives SWBAT:

Express similarities

and differences

between Halloween,

Memorial Day and

DDLM.

Describe the

traditions of DDLM.

Skills

Review and application of

grammar to date

Preview reflexives (as

infinitives) --> vestirse,

prepararse, disfrazarse,

esconderse

Vocabulary

DDM, Memorial Day and

Halloween vocab

Ofrendas

Traditions

Accommodations/E

xtensions

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: Home and Chores (Contemporary Life)

Pacing Guide: November

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

1.7 Express needs and emotions

3.4 Describe people, places, and things*

3.5 Write lists and short notes

4.2 Interact appropriately in group cultural activities such as games, storytelling, celebrations, and dramatizations*

4.3 Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs*

6.2 Describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their own culture*

Essential Questions

How can one express

daily routine, activities

and responsibilities?

How do daily routines

in Spanish-speaking

countries differ from

those in the United

States?

Objectives SWBAT:

Assign chores and obligations.

Express what people are doing.

Identify and describe a home.

Skills

● Tú commands (+ and -)

● Indirect object pronouns

● Double object pronouns

● Commands with direct and

indirect object pronouns

● Present Progressive

● Placement of pronouns using

present, present progressive,

present with infinitives and

pronouns

● Estar + prepositions

Vocabulary

House and Home

Chores

Prepositions

Accommodations/Extens

ions

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: La rutina diaria (Contemporary Life)

Pacing Guide: December

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

1.5 Exchange information and knowledge

3.4 Describe people, places, and things*

3.5 Write lists and short notes

4.2 Interact appropriately in group cultural activities such as games, storytelling, celebrations, and dramatizations*

5.2 Give examples of ways in which the target language differs from/ is similar to English*

6.2 Describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their own culture

Essential Questions

How can one express daily routines,

responsibilities and activities?

How do daily routines in Spanish-

speaking countries differ from those

in the United States?

How is contemporary life influenced

by cultural products, practices, and

perspectives?

Objectives

Express one’s daily routine

using time.

Compare and contrast

quinceañera celebration to a

celebration in own culture

Describe the human body

Express the order of events.

Skills

Review SER y ESTAR (if

necessary)

Reflexive verbs and pronouns

Review articles

Telling time (Son las vs. A las...)

Transitional vocab for writing

(before, after, then, next, etc)

Vocabulary

Daily routines and items

used in daily routines

Body parts

Transitional vocab for

writing (before, after,

then, next, etc)

Accommodations/Exte

nsions

Quinceañera

celebration

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: Shopping and Clothing (Contemporary Life)

Pacing Guide: December

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

1.5 Exchange information and knowledge

3.4 Describe people, places, and things*

3.5 Write lists and short notes

4.2 Interact appropriately in group cultural activities such as games, storytelling, celebrations, and dramatizations*

5.2 Give examples of ways in which the target language differs from/ is similar to English*

6.2 Describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their own culture

Essential Questions

How is contemporary life influenced

by cultural products, practices, and

perspectives?

Objectives

Describe a shopping trip

Tell how much something

costs

Ask questions about items in a

store

Describe fashion trends

Skills

ir hacer preterit

comparing adj

demonstrative adjectives (review

of adjectives)

large numbers

Vocabulary

Vocabulary related to

shopping

Stores and shops of the

Spanish-speaking world

large numbers

Clothing and accessories

Accommodations/Exte

nsions

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: Sports (Contemporary Life))

Pacing Guide: March

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

1.3 Ask and answer questions*

1.5 Exchange information and knowledge

1.6 Express likes and dislikes

2.3 Obtain information and knowledge*

3.4 Describe people, places, and things*

5.2 Give examples of ways in which the target language differs from/ is similar to English*

6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own*

Essential Questions

How does where you live

impact the sports you play?

Objectives SWBAT:

Talk about sporting events

React appropriately to

occurrences in sports

Skills

irregular preterite tense

-car, -gar, -zar

Vocabulary

popular sports of Spanish

speaking world

talking about sporting events

Accommodations/Extensions

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix

Broad Topic/Unit Title: Injuries, illnesses, remedies (Science and Technology)

Pacing Guide: April

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

1.3 Ask and answer questions*

1.5 Exchange information and knowledge

2.3 Obtain information and knowledge*

3.4 Describe people, places, and things*

5.2 Give examples of ways in which the target language differs from/ is similar to English*

6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own*

Essential Questions

How do technological

advances impact health?

Objectives SWBAT:

Students will be able to:

Describe accidents that

happened in the past

Describe treatments

Skills

Review preterite tense

(regulars, irregulars, CAR

GAR ZAR, stem changers)

Vocabulary

parts of the body

injuries

treatments

Accommodations/Extensions

Resources:

Common Labs/Experiences/Lessons:

Assessments:

Broad Topic/Unit Title: Memorias del pasado (Families and Communities; Personal and public identities)

Pacing Guide: May/June

Learning Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

1.3 Ask and answer questions*

1.5 Exchange information and knowledge

1.6 Express likes and dislikes

2.3 Obtain information and knowledge*

3.4 Describe people, places, and things*

5.2 Give examples of ways in which the target language differs from/ is similar to English*

6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own*

Essential Questions

How does where you live

affect your childhood

memories?

Objectives SWBAT:

Describe in the past.

Describe memories and

activities from childhood.

Skills

imperfect

Ser vs. Estar

Equal and unequal

comparisons and superlatives

Vocabulary

Childhood memories

Childhood activities

*family review

Accommodations/Extensions

Resources: see matrix

Common Labs/Experiences/Lessons: see matrix

Assessments: see matrix