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
Review, Assess, Remediate, & Enrichment
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
Review, Assess, Remediate, & Enrichment
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/
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
Formative quizzes for vocabulary topics and grammar topics.
Unit 1A Test
Unit 1B Test
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.
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.
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 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
Assessment Program Realidades 2
Formative quizzes for vocabulary topics and grammar topics.
Unit Test for 2A
Performance based assessments
Project: Students write about their daily routines and present to class.
Project: Fashion show/Shopping skit
Additional options:
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 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 retell a story that has been presented.
Work in pairs or in groups to complete peer-reviews.
Give and/or follow simple directions.
For additional learning tasks see the GA DOE Recommended Performance task for each mode (Interpersonal, Interpretive, Presentational, etc.)
https://www.georgiastandards.org/Framewo
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/
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
Assessment Program Realidades 2
Formative quizzes for vocabulary topics and grammar topics.
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:
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.
record themselves and send video
Work in pairs or in groups to retell a story that has been presented.
Work in pairs or in groups to complete peer-reviews.
Give and/or follow simple directions.
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
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
Assessment Program Realidades 2
Formative quizzes for vocabulary topics and grammar topics.
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:
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 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 retell a story that has been presented.
Work in pairs or in groups to complete peer-reviews.
Give and/or follow simple directions.
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 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/
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
Assessment Program Realidades 2
Formative quizzes for vocabulary topics and grammar topics.
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
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 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 retell a story that has been presented.
Work in pairs or in groups to complete peer-reviews.
Give and/or follow simple directions.
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 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/
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