spanish iii pacing guide

SPANISH III PACING GUIDE

AUG 3 – AUG 4 Syllabus, student information, student code of conduct, classroom procedures and rules.

AUG 5 – AUG 7 LEVEL I REVIEW & REMEDIATION AUG 10 – 14 LEVEL II REVIEW & REMEDIATION (some concepts will be recycled throughout

the chapters) UNIT 1 – TU DIA ESCOLAR – YOUR SCHOOL DAY AUG 17 – SEPT 1 1A - ¿Qué haces en la escuela? – What do you do at school? SEPT 2 – SEPT 25 1B – ¿Qué haces después de los clases? – What do you do after classes? SEPT 28 – OCT 2 PROGRESS ASSESSMENT # 1

Review, Assess, Remediate, & Enrichment

OCT 5 – OCT 9 FALL BREAK

UNIT 2 – UN EVENTO ESPECIAL – A special event OCT 12 – OCT 30 2A – ¿Cómo te preparas? – How do you get ready? NOV 2 – NOV 17 2B - ¿Qué ropa compraste? – What clothing did you buy? UNIT 3 – TU Y TU COMUNIDAD – You and Your Community NOV 30 – DEC 11 3A – ¿Qué hiciste ayer? – What did you do yesterday? DEC 14 – DEC 18 PROGRESS ASSESSMENT # 2


JAN 5 – JAN 26 3B – ¿Cómo se va…? – How do you go…?

UNIT 4 – RECUERDOS DEL PASADO – Memories of the Past JAN 27 – FEB 12 4A – Cuando éramos niños – When we were children FEB 15 – FEB 19 WINTER BREAK FEB 22 – MAR 4 4B – Celebrando los días festivos – Celebrating special days/holidays MAR 7- MAR 11 PROGRESS ASSESSMENT # 3


UNIT 5 – EN LAS NOTICIAS – In the News

MAR 14 – APR 8 5A – Un acto heroico – A Heroic Act MAR 28 – APR 1 SPRING BREAK APR 11 – APR 29 5B – Un accidente – An Accident MAY 2 – MAY 26 ENRICHMENT AND REVIEW FOR FINAL EXAM

Spanish III Pacing Guide

Unit

Topic

Standards Vocabulary, Grammar, & Culture

Assessments Learning Tasks Resources

Level 1

Review 08/05/15 – 08/07/15 3 days

Level 2

Review 08/10/15- 08/14/15 5 days

MLIII.INT1D. Follow instructions given in the target language. MLIII.INT1E. Understand simple connected discourse. MLIII.INT1F. Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.CCC3A. Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied.

Vocabulary: LEVEL 1 Grammar:

Present tense conjugations

Noun/Adjective Agreement

Ser

Estar **only 3 days for review of these concepts LEVEL 2** Grammar:

Present tense stem-changing verbs

Ser vs. Estar

Preterite tense conjugations of –ar, -car, -gar, -zar verbs

Preterite tense conjugations of -er, & -ir verbs

Direct object pronouns

Indirect object pronouns

Saber vs. Conocer **These topics from Level 2 are all recycled in the chapters and could be excluded at the

ASSESSMENTS

SLO (if necessary) Assessment Program Realidades 2

Formative quizzes for vocabulary topics and grammar topics.

Additional options:

Performance based assessments

Go to

https://www.georgiastandards.org

/Frameworks/pages/BrowseFram

eworks/MLL-Spanish.aspx

Choose one of the Summative

Performance Based Assessment

that corresponds with the unit

topics** or create a similar

assessment tool.

**NOTE: The state units do not

necessarily correspond with the

Realidades text book unit

numbers.

Work in groups/pairs to create a mini lesson to teach the class. Each group could take one grammar topic and create a poster to present as review of Level 1 & 2 concepts.

Work in pairs to exchange information, as in information gap activities.

Exchange information in conversations based on provided cues.

For additional learning tasks see the GA DOE Recommended Performance task for each mode (Interpersonal, Interpretive, Presentational, etc.)

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SP2_Unit_1_People-Places_Plan.pdf

REALIDADES 2 Textbook Teacher’s Resource Book Workbook For additional videos search YouTube or Teacher Tube Links to resources for the Realidades textbooks: http://www.fcps.edu/is/worldlanguages/spanish/stars/

https://www.georgiastandards.org/Frameworks/pages/BrowseFrameworks/MLL-Spanish.aspx








http://www.fcps.edu/is/worldlanguages/spanish/stars/




beginning of the year review if desired.

Unit 1:

1A 08/17/15 – 09/01/15 12 days

1B 09/02/15 – 09/25/15 17 days

MLIII.IP2A. Participate in extended oral and written activities reflecting the present. MLIII.IP2C. Exchange information through conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2D. Use paraphrasing, some circumlocution, and body language to convey and comprehend messages. MLIII.IP2E. Begin to self-correct. MLIII.IP2F. Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIII.INT1D. Follow instructions given in the target language. MLIII.INT1E. Understand simple connected discourse. MLIII.INT1F. Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.P2A. Prepare and present culturally authentic poetry, skits or stories. MLIII.CU1B. Discuss patterns of behavior typically associated with culture(s). MLIII.CCC3A. Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B. Demonstrate understanding that vocabulary, linguistic structures, and tense

Vocabulary:

Class activities

Classroom rules

School objects

Negative and affirmative words

Extracurricular activities

Internet activities Grammar:

Stem-changing verbs

Affirmative and negative words

Saber and conocer

Making comparisons with tan/tanto como

Hacer + time expressions

Culture: suggested topics

José Martí, p. 25

Las notas, p. 30

¿Más estrictos?, p. 32

Revistas para jóvenes, p. 35

Un nuevo escudo de armas, p. 36

Las actividades extracurriculares, p. 51

Los deportes más populares, p. 54

Celia Cruz, p. 59

¡A bailar! pp. 62–63

El ballet, p. 63

Antonio Berni, p.

ASSESSMENTS

Assessment Program Realidades 2


Unit 1A Test

Unit 1B Test

Additional options: Performance based assessments

Go to








assessment tool.




numbers.

BETWEEN SEPT 28-OCT 2 PROGRESS ASSESSMENT # 1 -this assessment falls right in line with the end of Unit 1B

Work in pairs or in groups to retell a story that has been presented.

Give and/or follow simple directions.

Work in pairs to read/translate & interpret authentic reading materials such as poems, songs, infographics, etc.



REALIDADES 2 Textbook Teacher’s Resource Book Workbook Use Twitter, Apps, and other social media (21st century) For additional videos search YouTube or Teacher Tube Links to resources for the Realidades textbooks: http://www.fcps.edu/is/worldlanguages/spanish/stars/













usage in English differ from those of the language studied. MLIII.CCC4A. Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.

44

Fernando Botero, p. 55

NOTE: Recycled grammar topics are shown in BLUE

Unit 2:

2A : 10/12/15 – 10/30/15

15 days

2B : 11/02/15 – 11/17/15

11 days

MLIII.IP1B. Share feelings and emotions. MLIII.IP2A. Participate in extended oral and written activities reflecting the present. MLIII.IP2B. Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2C. Exchange information through conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2D. Use paraphrasing, some circumlocution, and body language to convey and comprehend messages. MLIII.IP2E. Begin to self-correct. MLIII.IP2F. Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIII.INT1D. Follow instructions given in the target language. MLIII.INT1E. Understand simple connected discourse. MLIII.INT1F. Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.P1B. Produce brief oral presentations in the present with increasing proficiency,

Vocabulary:

Verbs to talk about getting ready

Things you need to get ready

Special events

Words to say how you feel

Shopping

Clothing

Purchases Grammar:

Reflexive verbs

Ser and estar

Possessive adjectives

Preterite of regular verbs

Demonstrative adjectives

Using adjectives as nouns

Culture: suggested topics

La ropa de fiesta, p. 79

La familia y los eventos especiales, 84

Los grandes teatros, p. 91

Cómo hacer un poncho, p. 92

Artist: Diego Rivera, p. 73

ASSESSMENTS



Unit Test for 2A


Project: Students write about their daily routines and present to class.

Project: Fashion show/Shopping skit

Additional options:

Go to








assessment tool.




numbers.

Work in pairs to create and/or practice simple conversations. Integrate technology by having students record themselves and send video

Listen or watch video and complete information gap activity


Work in pairs or in groups to complete peer-reviews.



https://www.georgiastandards.org/Framewo











using visual and technological support as appropriate. MLIII.P1C. Write short, organized compositions in the present with increasing accuracy, using visual and technological support as appropriate. MLIII.P1E. Demonstrate Novice-High to Intermediate-Low accuracy in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. MLIII.CCC3A. Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied. MLIII.CCC4A. Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.

Infanta Margarita, p. 100

¡No sé qué talla uso!, p. 109

Narciso Rodríguez, p. 117

La parranda, p. 120

Artist: Diego Velázquez, p. 100

NOTE: Recycled grammar topics are shown in BLUE

rks/GSO%20Frameworks/SP2_Unit_1_People-Places_Plan.pdf

Unit 3:

3A : 11/30/15 – 12/11/15

13 days

Sem. 2 3B :

01/05/16 – 01/26/16 15 days

MLIII.IP1A. Express needs and desires. MLIII.IP1E. Give and follow detailed directions and instructions. MLIII.IP1F. Ask questions and provide responses on topics and events found in a variety of print and non-print sources. MLIII.IP2B. Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2C. Exchange information through conversations, notes, letters, or

Vocabulary:

Places in a community

Running errands

Items in a sporting-goods store

Pharmacy products

Words related to driving

Directions Grammar:

Direct object

ASSESSMENTS



Unit Test for 3A

Unit Test for 3B

DEC 14 – DEC 18 PROGRESS ASSESSMENT # 2 -this assessment falls right in line with the end of Unit 3A

For 3B - Work in pairs/groups to create a scavenger hunt using the Affirmative commands and the direction words.

Work in pairs to create and/or practice simple conversations. Integrate technology by having students

REALIDADES 2 Textbook Teacher’s Resource Book Workbook Use Twitter, Apps, and other social media (21st century)




e-mail on familiar topics. MLIII.IP2D. Use paraphrasing, some circumlocution, and body language to convey and comprehend messages. MLIII.IP2E. Begin to self-correct. MLIII.IP2F. Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIII.INT1D. Follow instructions given in the target language. MLIII.INT1E. Understand simple connected discourse. MLIII.INT1F. Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.CCC3A. Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied. MLIII.CCC4A. Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.

pronouns

Irregular preterite verbs: ir, ser

Irregular preterite verbs: hacer, tener, estar, poder

Direct object pronouns: me, te, nos

Irregular affirmative tú commands

Present progressive: Irregular forms

Culture: possible topics

Buenos Aires, p. 128

El Palacio de Correos, p. 135

Las farmacias, p. 137

Los sellos, la tradición y la comunidad, p. 145

Intercambio cultural, p. 147

Los mercados al aire libre, p. 148

La Plaza Mayor, p. 165

El Metro de la Ciudad de México, p. 169

Permiso de manejar, p. 172

La carretera Panamericana, p. 175

El barrio, p. 176

Additional options:


Go to








assessment tool.




numbers.

record themselves and send video






For additional videos search YouTube or Teacher Tube Links to resources for the Realidades textbooks: http://www.fcps.edu/is/worldlanguages/spanish/stars/













Unit 4:

4A :

01/27/16 –

02/12/16

13 days

4B

02/22/16 –

03/04/16

10 days

MLIII.IP1D. Give detailed descriptions. MLIII.IP2B. Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2C. Exchange information through conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2D. Use paraphrasing, some circumlocution, and body language to convey and comprehend messages. MLIII.IP2E. Begin to self-correct. MLIII.IP2F. Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIII.INT1D. Follow instructions given in the target language. MLIII.INT1E. Understand simple connected discourse. MLIII.INT1F. Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.CCC3A. Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied. MLIII.CCC4A. Extend target language skills and cultural knowledge through the use of media, entertainment, and

Vocabulary:

Toys

Animals

Childhood activities

Special events

Manners and customs

Grammar:

The imperfect tense: Regular verbs

The imperfect tense: Irregular verbs

The imperfect tense: Describing a situation

Reciprocal actions Culture: possible topics

Las mascotas, p. 191

Las guarderías infantiles, p. 192

Juguetes mayas, p. 200

Canciones infantiles, p. 204

Pablo Picasso, p. 184

Francisco de Goya, p. 201

ASSESSMENTS



Unit Test for 4A

Unit Test for 4B

Unit 4 Test OR

MAR 07 – MAR 11 PROGRESS ASSESSMENT # 3 -this assessment falls right in line with the end of Unit 4B.

Additional options:


Go to








assessment tool.




numbers.






















technology.

Unit 5:

5A : 03/14/16 – 04/08/16 15 days

5B : 04/11/16 – 04/29/16 15 days

MLIII.IP2B. Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2C. Exchange information through conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2D. Use paraphrasing, some circumlocution, and body language to convey and comprehend messages. MLIII.IP2E. Begin to self-correct. MLIII.IP2F. Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIII.INT1A. Identify main ideas and supporting details from a variety of sources. MLIII.INT1B. Understand culturally authentic materials and information. MLIII.INT1D. Follow instructions given in the target language. MLIII.INT1E. Understand simple connected discourse. MLIII.INT1F. Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.CCC3A. Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied.

Vocabulary: 5A

Natural disasters

The news

Rescues

Legends & Myths 5B

Treatment for medical conditions

Words related to an accident

Parts of the body Grammar: 5A

Preterite vs. Imperfect (see 4B p. 219, 5A p. 248 and/or supplement with other resources)

The preterite forms of the verbs oír, leer, creer and destruir (stem-changing preterite verbs)

5B

Irregular preterites: venir, poner, decir, and traer (these verbs can also be included in Unit 3A as they are I,U,J stem verbs as are hacer, tener, estar, poder from Unit 3A.

Imperfect progressive and preterite

Culture: possible topics

ASSESSMENTS



Unit Test for 5A

Unit Test for 5B

Performance based

assessments

Writing assessment: Legends/Myth/Fairytale: Students will create and write their own legend/myth/fairytale using the Preterite & Imperfect tenses

Project/Skit: Going to the doctor

Additional options:

Go to








assessment tool.




numbers.






















MLIII.CCC4A. Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.

Los bomberos chilenos, p. 245

Los volcanes, p. 247

En caso de terremoto, p. 257

Las leyendas—the volcanoes, p. 258

Zulia Gotay de Anderson, p. 238

El jai alai, p. 280

spanish iii pacing guide

Documents

Transcript of spanish iii pacing guide