SPANISH III PACING GUIDE
SPANISH III PACING GUIDEAUG 3 – AUG 4Syllabus, student information, student code of conduct, classroom proceduresand rules.AUG 5 – AUG 7LEVEL I REVIEW & REMEDIATIONAUG 10 – 14LEVEL II REVIEW & REMEDIATION (some concepts will be recycled throughoutthe chapters)AUG 17 – SEPT 1UNIT 1 – TU DIA ESCOLAR – YOUR SCHOOL DAY1A - ¿Qué haces en la escuela? – What do you do at school?SEPT 2 – SEPT 251B – ¿Qué haces después de los clases? – What do you do after classes?SEPT 28 – OCT 2PROGRESS ASSESSMENT # 1Review, Assess, Remediate, & EnrichmentOCT 5 – OCT 9FALL BREAKOCT 12 – OCT 30UNIT 2 – UN EVENTO ESPECIAL – A special event2A – ¿Cómo te preparas? – How do you get ready?NOV 2 – NOV 172B - ¿Qué ropa compraste? – What clothing did you buy?NOV 30 – DEC 11UNIT 3 – TU Y TU COMUNIDAD – You and Your Community3A – ¿Qué hiciste ayer? – What did you do yesterday?DEC 14 – DEC 18PROGRESS ASSESSMENT # 2Review, Assess, Remediate, & EnrichmentJAN 5 – JAN 263B – ¿Cómo se va ? – How do you go ?JAN 27 – FEB 12UNIT 4 – RECUERDOS DEL PASADO – Memories of the Past4A – Cuando éramos niños – When we were childrenFEB 15 – FEB 19WINTER BREAKFEB 22 – MAR 44B – Celebrando los días festivos – Celebrating special days/holidaysMAR 7- MAR 11PROGRESS ASSESSMENT # 3Review, Assess, Remediate, & EnrichmentMAR 14 – APR 8UNIT 5 – EN LAS NOTICIAS – In the News5A – Un acto heroico – A Heroic ActMAR 28 – APR 1SPRING BREAKAPR 11 – APR 295B – Un accidente – An AccidentMAY 2 – MAY 26ENRICHMENT AND REVIEW FOR FINAL EXAM
Spanish III Pacing GuideUnitTopicStandardsLevel 1MLIII.INT1D. Followinstructions given in the targetlanguage.MLIII.INT1E. Understandsimple connected discourse.MLIII.INT1F. DemonstrateNovice-High to IntermediateLow proficiency in listening andreading comprehension.MLIII.CCC3A. Demonstrateunderstanding that languageand meaning do not transferdirectly from one language toanother.MLIII.CCC3B. Demonstrateunderstanding that vocabulary,linguistic structures, and tenseusage in English differ fromthose of the language studied.Review08/05/15 –08/07/153 daysLevel 2Review08/10/1508/14/155 daysVocabulary,Grammar, & CultureVocabulary:LEVEL 1 Grammar: Present tenseconjugations Noun/AdjectiveAgreement Ser Estar**only 3 days forreview of theseconceptsAssessmentsASSESSMENTSSLO (if necessary)Assessment Program Realidades2 Formative quizzes forvocabulary topics andgrammar topics.Additional options:Performance based assessmentsLEVEL 2**Grammar: Present tensestem-changingverbs Ser vs. Estar Preterite tenseconjugations of –ar,-car, -gar, -zarverbs Preterite tenseconjugations of er, & -ir verbs Direct objectpronouns Indirect objectpronouns Saber vs. Conocer**These topics fromLevel 2 are allrecycled in thechapters and couldbe excluded at theGo s/BrowseFrameworks/MLL-Spanish.aspxChoose one of the SummativePerformance Based Assessmentthat corresponds with the unittopics** or create a similarassessment tool.**NOTE: The state units do notnecessarily correspond with theRealidades text book unitnumbers.Learning Tasks Work ingroups/pairs tocreate a minilesson to teach theclass. Each groupcould take onegrammar topic andcreate a poster topresent as reviewof Level 1 & 2concepts. Work in pairs toexchangeinformation, as ininformation gapactivities. Exchangeinformation inconversationsbased on providedcues.For additional learningtasks see the GA DOERecommendedPerformance task foreach mode(Interpersonal,Interpretive,Presentational, SO%20Frameworks/SP2 Unit 1 People-Places Plan.pdfResourcesREALIDADES2 TextbookTeacher’sResourceBookWorkbookFor additionalvideos searchYouTube orTeacher TubeLinks toresources orldlanguages/spanish/stars/
Unit 1:1A08/17/15 –09/01/1512 days1B09/02/15 –09/25/1517 daysMLIII.IP2A. Participate inextended oral and writtenactivities reflecting the present.MLIII.IP2C. Exchangeinformation throughconversations, notes, letters, ore-mail on familiar topics.MLIII.IP2D. Use paraphrasing,some circumlocution, and bodylanguage to convey andcomprehend messages.MLIII.IP2E. Begin to selfcorrect.MLIII.IP2F. DemonstrateNovice-High to IntermediateLow proficiency in oral andwritten exchanges with respectto proper pronunciation,intonation, and writingmechanics.MLIII.INT1D. Followinstructions given in the targetlanguage.MLIII.INT1E. Understandsimple connected discourse.MLIII.INT1F. DemonstrateNovice-High to IntermediateLow proficiency in listening andreading comprehension.MLIII.P2A. Prepare andpresent culturally authenticpoetry, skits or stories.MLIII.CU1B. Discuss patternsof behavior typically associatedwith culture(s).MLIII.CCC3A. Demonstrateunderstanding that languageand meaning do not transferdirectly from one language toanother.MLIII.CCC3B. Demonstrateunderstanding that vocabulary,linguistic structures, and tensebeginning of the yearreview if desired.Vocabulary: Class activities Classroom rules School objects Negative andaffirmative words Extracurricularactivities Internet activitiesGrammar: Stem-changingverbs Affirmative andnegative words Saber and conocer Makingcomparisons withtan/tanto como Hacer timeexpressionsCulture: suggestedtopics José Martí, p. 25 Las notas, p. 30 ¿Más estrictos?, p.32 Revistas parajóvenes, p. 35 Un nuevo escudode armas, p. 36 Las actividadesextracurriculares,p. 51 Los deportes máspopulares, p. 54 Celia Cruz, p. 59 ¡A bailar! pp. 62–63 El ballet, p. 63 Antonio Berni, p.ASSESSMENTSAssessment Program Realidades2 Formative quizzes forvocabulary topics andgrammar topics. Unit 1A Test Unit 1B TestAdditional options:Performance based assessmentsGo s/BrowseFrameworks/MLL-Spanish.aspxChoose one of the SummativePerformance Based Assessmentthat corresponds with the unittopics** or create a similarassessment tool.**NOTE: The state units do notnecessarily correspond with theRealidades text book unitnumbers.BETWEEN SEPT 28-OCT 2PROGRESS ASSESSMENT # 1-this assessment falls right in linewith the end of Unit 1B Work in pairs or ingroups to retell astory that has beenpresented. Give and/or followsimple directions. Work in pairs toread/translate &interpret authenticreading materialssuch as poems,songs,infographics, etc.For additional learningtasks see the GA DOERecommendedPerformance task foreach mode(Interpersonal,Interpretive,Presentational, etc.)REALIDADES2 TextbookTeacher’sResourceBookWorkbookUse Twitter,Apps, andother socialmedia (21stcentury)For additionalvideos searchYouTube orTeacher TubeLinks toresources ards.org/Frameworks/GSO%20Frameworks/SP2 Unit 1 Peopl http://www.fcps.edu/is/worldle-Places Plan.pdfanguages/spanish/stars/
usage in English differ fromthose of the language studied.MLIII.CCC4A. Extend targetlanguage skills and culturalknowledge through the use ofmedia, entertainment, andtechnology.Unit 2:2A :10/12/15 –10/30/1515 days2B :11/02/15 –11/17/1511 daysMLIII.IP1B. Share feelings andemotions.MLIII.IP2A. Participate inextended oral and writtenactivities reflecting the present.MLIII.IP2B. Begin to participatein oral and written activitiesreflecting the future and past.MLIII.IP2C. Exchangeinformation throughconversations, notes, letters, ore-mail on familiar topics.MLIII.IP2D. Use paraphrasing,some circumlocution, and bodylanguage to convey andcomprehend messages.MLIII.IP2E. Begin to selfcorrect.MLIII.IP2F. DemonstrateNovice-High to IntermediateLow proficiency in oral andwritten exchanges with respectto proper pronunciation,intonation, and writingmechanics.MLIII.INT1D. Followinstructions given in the targetlanguage.MLIII.INT1E. Understandsimple connected discourse.MLIII.INT1F. DemonstrateNovice-High to IntermediateLow proficiency in listening andreading comprehension.MLIII.P1B. Produce brief oralpresentations in the presentwith increasing proficiency,44 Fernando Botero,p. 55NOTE: Recycledgrammar topics areshown in BLUEVocabulary: Verbs to talk aboutgetting ready Things you needto getready Special events Words to say howyou feel Shopping Clothing PurchasesGrammar: Reflexive verbs Ser and estar Possessiveadjectives Preterite of regularverbs Demonstrativeadjectives Using adjectivesas nounsCulture: suggestedtopics La ropa de fiesta,p. 79 La familia y loseventosespeciales, 84 Los grandesteatros, p. 91 Cómo hacer unponcho, p. 92 Artist: DiegoRivera, p. 73ASSESSMENTSAssessment Program Realidades2 Formative quizzes forvocabulary topics andgrammar topics. Unit Test for 2APerformance basedassessments Project: Students write abouttheir daily routines and presentto class. Project: Fashionshow/Shopping skitAdditional options:Go s/BrowseFrameworks/MLL-Spanish.aspxChoose one of the SummativePerformance Based Assessmentthat corresponds with the unittopics** or create a similarassessment tool.**NOTE: The state units do notnecessarily correspond with theRealidades text book unitnumbers. Work in pairs tocreate and/orpractice simpleconversations.Integratetechnology byhaving studentsrecord themselvesand send videoREALIDADES2 Textbook Listen or watchvideo and completeinformation gapactivityUse Twitter,Apps, andother socialmedia (21stcentury) Work in pairs or ingroups to retell astory that has beenpresented. Work in pairs or ingroups to completepeer-reviews. Give and/or followsimple directions.For additional learningtasks see the GA DOERecommendedPerformance task foreach mode(Interpersonal,Interpretive,Presentational, er’sResourceBookWorkbookFor additionalvideos searchYouTube orTeacher TubeLinks toresources orldlanguages/spanish/stars/
Unit 3:3A :11/30/15 –12/11/1513 daysSem. 23B :01/05/16 –01/26/1615 daysusing visual and technological Infanta Margarita,support as appropriate.p. 100MLIII.P1C. Write short, ¡No sé qué tallaorganized compositions in theuso!, p. 109present with increasing Narcisoaccuracy, using visual andRodríguez, p. 117technological support as La parranda, p.appropriate.120MLIII.P1E. Demonstrate Artist: DiegoNovice-High to IntermediateVelázquez, p. 100Low accuracy in oral andwritten presentations withNOTE: Recycledrespect to proper pronunciation, grammar topics areintonation, and writingshown in BLUEmechanics.MLIII.CCC3A. Demonstrateunderstanding that languageand meaning do not transferdirectly from one language toanother.MLIII.CCC3B. Demonstrateunderstanding that vocabulary,linguistic structures, and tenseusage in English differ fromthose of the language studied.MLIII.CCC4A. Extend targetlanguage skills and culturalknowledge through the use ofmedia, entertainment, andtechnology.MLIII.IP1A. Express needs and Vocabulary:desires. Places in aMLIII.IP1E. Give and followcommunitydetailed directions and Running errandsinstructions. Items in aMLIII.IP1F. Ask questions andsporting-goodsprovide responses on topicsstoreand events found in a variety of Pharmacyprint and non-print sources.productsMLIII.IP2B. Begin to participate Words related toin oral and written activitiesdrivingreflecting the future and past. DirectionsMLIII.IP2C. Exchangeinformation throughGrammar:conversations, notes, letters, or Direct objectrks/GSO%20Frameworks/SP2 Unit 1 People-Places Plan.pdfASSESSMENTSAssessment Program Realidades2 Formative quizzes forvocabulary topics andgrammar topics. Unit Test for 3A Unit Test for 3BDEC 14 – DEC 18PROGRESS ASSESSMENT # 2-this assessment falls right in linewith the end of Unit 3A For 3B - Work inpairs/groups tocreate a scavengerhunt using theAffirmativecommands and thedirection words.REALIDADES2 Textbook Work in pairs tocreate and/orpractice simpleconversations.Integratetechnology byhaving studentsWorkbookTeacher’sResourceBookUse Twitter,Apps, andother socialmedia (21stcentury)
e-mail on familiar topics.MLIII.IP2D. Use paraphrasing,some circumlocution, and bodylanguage to convey andcomprehend messages.MLIII.IP2E. Begin to selfcorrect.MLIII.IP2F. DemonstrateNovice-High to IntermediateLow proficiency in oral andwritten exchanges with respectto proper pronunciation,intonation, and writingmechanics.MLIII.INT1D. Followinstructions given in the targetlanguage.MLIII.INT1E. Understandsimple connected discourse.MLIII.INT1F. DemonstrateNovice-High to IntermediateLow proficiency in listening andreading comprehension.MLIII.CCC3A. Demonstrateunderstanding that languageand meaning do not transferdirectly from one language toanother.MLIII.CCC3B. Demonstrateunderstanding that vocabulary,linguistic structures, and tenseusage in English differ fromthose of the language studied.MLIII.CCC4A. Extend targetlanguage skills and culturalknowledge through the use ofmedia, entertainment, andtechnology. pronounsIrregular preteriteverbs: ir, serIrregular preteriteverbs: hacer,tener, estar, poderDirect objectpronouns: me, te,nosIrregularaffirmative túcommandsPresentprogressive:Irregular formsCulture: possibletopics Buenos Aires, p.128 El Palacio deCorreos, p. 135 Las farmacias, p.137 Los sellos, latradición y lacomunidad,p. 145 Intercambiocultural, p. 147 Los mercados alaire libre, p. 148 La Plaza Mayor, p.165 El Metro de laCiudad de México,p. 169 Permiso demanejar, p. 172 La carreteraPanamericana, p.175 El barrio, p. 176record themselvesand send videoAdditional options:Performance based assessmentsGo s/BrowseFrameworks/MLL-Spanish.aspxChoose one of the SummativePerformance Based Assessmentthat corresponds with the unittopics** or create a similarassessment tool.**NOTE: The state units do notnecessarily correspond with theRealidades text book unitnumbers. Work in pairs or ingroups to retell astory that has beenpresented. Work in pairs or ingroups to completepeer-reviews. Give and/or followsimple directions.For additional learningtasks see the GA DOERecommendedPerformance task foreach mode(Interpersonal,Interpretive,Presentational, SO%20Frameworks/SP2 Unit 1 People-Places Plan.pdfFor additionalvideos searchYouTube orTeacher TubeLinks toresources orldlanguages/spanish/stars/
Unit 4:4A :01/27/16 –02/12/1613 days4B02/22/16 –03/04/1610 daysMLIII.IP1D. Give detaileddescriptions.MLIII.IP2B. Begin to participatein oral and written activitiesreflecting the future and past.MLIII.IP2C. Exchangeinformation throughconversations, notes, letters, ore-mail on familiar topics.MLIII.IP2D. Use paraphrasing,some circumlocution, and bodylanguage to convey andcomprehend messages.MLIII.IP2E. Begin to selfcorrect.MLIII.IP2F. DemonstrateNovice-High to IntermediateLow proficiency in oral andwritten exchanges with respectto proper pronunciation,intonation, and writingmechanics.MLIII.INT1D. Followinstructions given in the targetlanguage.MLIII.INT1E. Understandsimple connected discourse.MLIII.INT1F. DemonstrateNovice-High to IntermediateLow proficiency in listening andreading comprehension.MLIII.CCC3A. Demonstrateunderstanding that languageand meaning do not transferdirectly from one language toanother.MLIII.CCC3B. Demonstrateunderstanding that vocabulary,linguistic structures, and tenseusage in English differ fromthose of the language studied.MLIII.CCC4A. Extend targetlanguage skills and culturalknowledge through the use ofmedia, entertainment, andVocabulary: Toys Animals Childhoodactivities Special events Manners andcustomsGrammar: The imperfecttense:Regular verbs The imperfecttense:Irregular verbs The imperfecttense:Describing asituation Reciprocal actionsCulture: possibletopics Las mascotas, p.191 Las guarderíasinfantiles, p. 192 Juguetes mayas,p. 200 Cancionesinfantiles, p. 204 Pablo Picasso, p.184 Francisco deGoya, p. 201ASSESSMENTSAssessment Program Realidades2 Formative quizzes forvocabulary topics andgrammar topics. Unit Test for 4A Unit Test for 4B Unit 4 TestORMAR 07 – MAR 11PROGRESS ASSESSMENT # 3-this assessment falls right in linewith the end of Unit 4B.Additional options:Performance based assessmentsGo s/BrowseFrameworks/MLL-Spanish.aspxChoose one of the SummativePerformance Based Assessmentthat corresponds with the unittopics** or create a similarassessment tool.**NOTE: The state units do notnecessarily correspond with theRealidades text book unitnumbers. Work in pairs tocreate and/orpractice simpleconversations.Integratetechnology byhaving studentsrecord themselvesand send videoREALIDADES2 Textbook Listen or watchvideo and completeinformation gapactivityUse Twitter,Apps, andother socialmedia (21stcentury) Work in pairs or ingroups to retell astory that has beenpresented. Work in pairs or ingroups to completepeer-reviews. Give and/or followsimple directions.For additionallearning tasks seethe GA DOERecommendedPerformance taskfor each 20Frameworks/SP2 Unit1 PeoplePlaces Plan.pdfTeacher’sResourceBookWorkbookFor additionalvideos searchYouTube orTeacher TubeLinks toresources orldlanguages/spanish/stars/
technology.
Unit 5:5A :03/14/16 –04/08/1615 days5B :04/11/16 –04/29/1615 daysMLIII.IP2B. Begin to participatein oral and written activitiesreflecting the future and past.MLIII.IP2C. Exchangeinformation throughconversations, notes, letters, ore-mail on familiar topics.MLIII.IP2D. Use paraphrasing,some circumlocution, and bodylanguage to convey andcomprehend messages.MLIII.IP2E. Begin to selfcorrect.MLIII.IP2F. DemonstrateNovice-High to IntermediateLow proficiency in oral andwritten exchanges with respectto proper pronunciation,intonation, and writingmechanics.MLIII.INT1A. Identify mainideas and supporting detailsfrom a variety of sources.MLIII.INT1B. Understandculturally authentic materialsand information.MLIII.INT1D. Followinstructions given in the targetlanguage.MLIII.INT1E. Understandsimple connected discourse.MLIII.INT1F. DemonstrateNovice-High to IntermediateLow proficiency in listening andreading comprehension.MLIII.CCC3A. Demonstrateunderstanding that languageand meaning do not transferdirectly from one language toanother.MLIII.CCC3B. Demonstrateunderstanding that vocabulary,linguistic structures, and tenseusage in English differ fromthose of the language studied.Vocabulary:5A Natural disasters The news Rescues Legends & Myths5B Treatment formedicalconditions Words related toanaccident Parts of the bodyGrammar:5A Preterite vs.Imperfect (see 4Bp. 219, 5A p. 248and/or supplementwith otherresources) The preterite formsof the verbs oír,leer, creer anddestruir (stemchanging preteriteverbs)5B Irregular preterites:venir, poner, decir,and traer (theseverbs can also beincluded in Unit 3Aas they are I,U,Jstem verbs as arehacer, tener, estar,poder from Unit3A. Imperfectprogressive andpreteriteCulture: possibletopicsASSESSMENTSAssessment Program Realidades2 Formative quizzes forvocabulary topics andgrammar topics. Unit Test for 5A Unit Test for 5BPerformance basedassessments Writing assessment:Legends/Myth/Fairytale:Students will create and writetheir own legend/myth/fairytaleusing the Preterite & Imperfecttenses Project/Skit: Going to thedoctorAdditional options:Go s/BrowseFrameworks/MLL-Spanish.aspxChoose one of the SummativePerformance Based Assessmentthat corresponds with the unittopics** or create a similarassessment tool.**NOTE: The state units do notnecessarily correspond with theRealidades text book unitnumbers. Work in pairs tocreate and/orpractice simpleconversations.Integratetechnology byhaving studentsrecord themselvesand send videoREALIDADES2 Textbook Listen or watchvideo and completeinformation gapactivityUse Twitter,Apps, andother socialmedia (21stcentury) Work in pairs or ingroups to retell astory that has beenpresented. Work in pairs or ingroups to completepeer-reviews. Give and/or followsimple directions.For additionallearning tasks seethe GA DOERecommendedPerformance taskfor each 20Frameworks/SP2 Unit1 PeoplePlaces Plan.pdfTeacher’sResourceBookWorkbookFor additionalvideos searchYouTube orTeacher TubeLinks toresources orldlanguages/spanish/stars/
MLIII.CCC4A. Extend targetlanguage skills and culturalknowledge through the use ofmedia, entertainment, andtechnology. Los bomberoschilenos, p. 245 Los volcanes, p.247 En caso deterremoto, p. 257 Las leyendas—thevolcanoes, p. 258 Zulia Gotay deAnderson, p. 238 El jai alai, p. 280
Spanish III Pacing Guide Unit Topic Standards Vocabulary, Grammar, & Culture Assessments Learning Tasks Resources Level 1 Review SLO (if necessary) 08/05/15 lesson to teach the – 08/07/15 class. Each group 3 days could take one Level 2 Review 08/10/15- 08/14/15 5 days linguistic structures, and tense topics MLIII.INT1D. Follow
Social Studies Pacing Guide Summer 2014 . 2 Pacing Guide This pacing guide provides a map for instructing the required standards in a logical sequence. Just as a map may show multiple routes for arriving at a destination, a pacing document is simply a guide for ensuring all standards
With Brighter Child Spanish Grade 2, you can help your child master language skills for school success. Inside this book, fi nd activities that teach: Spanish Spanish vocabulary The Spanish alphabet First sentences Spanish introductions and greetings Listening skills Spanish songs and chants
PIMSLEUR LANGUAGE PROGRAMS Spanish IV SUPPLEMENTAL READING BOOKLET . Spanish IV ii Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 8. Spanish IV 1 Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 11. Spanish IV 2 Page 2 is intentionally blank. Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 12.
Kindergarten ELA Common Core Standards Pacing Guide The JCPS English/Language Arts pacing guides were developed to address the needs of teachers and administrators within the county. The pacing guides are intended to help teachers make the best use of planning and instructional time, ensure all
7th Grade Unit 2: Expressions and Equations 4 Pacing Calendar Please complete the pacing calendar based on the suggested pacing (see Pacing Guide on page 1).Chapter 3: Algebraic Expressions: In this chapter, students extend their knowledge to more complex expressions. They learn to simplify, expand, and factor increasingly complex algebraic expressions.
Spanish 001 Course Syllabus Introduction: Welcome to First-Year Spanish! We are glad that you have chosen to study Spanish with us. Over 300 million people from 24 countries in Latin America, Europe, Africa and the Philippines speak Spanish. Your study of Spanish will
Spanish 1501 Elementary Spanish (all mode of instruction [online, face-to-face-hybrid]) Course Description Bienvenidos to Spanish 1501! This is a Basic Spanish. This course could be face-to-face, hybrid, online asynchronous or online synchronous, five-credit course that is part of the Spanish Language Program. It has been designed for
Walking is mainly on rough paths, tracks and grass, which may be muddy at times. There are two stiles and four kissing gates and some short steep slopes, but generally gently undulating. The walk starts close to Moor Park station on the Metropolitan line and ends at Hatch End station with trains to Euston and Harrow & Wealdstone. The highlights of this walk are the Old Furze Wood, the 97 .
