Curriculum Map: Pacing Guide for a Block Schedule
1 Course: Spanish I
Teacher:
R. Mendoza, S. Moore. P. Pratt
FIRST NINE WEEKS
Chapter/Topic 4.5 weeks
Content: Unit 1 ¡Bienvenidos!
geography greet people say good-bye to people ask people how they are and tell how you are ask and tell names and titles speak to people formally and informally express simple courtesies find out and tell the days of the week find out and tell the months of the year find out and tell weather and seasons count from 1 to 1 million find out and tell the time
Curriculum Map: Pacing Guide for a Block Schedule
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QCC’s:
identify school supplies identify and describe articles of clothing state color follow and make classroom requests make negative statements
MLI.1 Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. (01) A. Standard: Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms. (3) C. Standard: Make simple requests. (08) H. Standard: Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context. MLI.3 Topic: Communication: Interpretive: Understand simple spoken and written language presented through a variety of media in the target language based on topics such as self, family, school, etc. (14) C. Standard: Understand simple instructions, such as classroom procedures and basic computer terminology. MLI. 4 Topic: Communication: Interpretive: Interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language. (16) A. Standard: Differentiate among statements, questions, and exclamations. MLI.7 Topic: Cultural Perspectives, Practices, and Products: Develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. (25) C. Standard: Describe customs and traditions of the cultures such as greetings, celebrations, and courtesies. MLI.8 Topic: Connections, Comparisons, and Communities: Use information acquired in the study of the target language and information acquired in other subjects to reinforce one another. (27) B. Standard: Apply previously learned skills from other subjects, when appropriate to demonstrate
Curriculum Map: Pacing Guide for a Block Schedule knowledge in the target language (e.g. using basic math skills). MLI.9 Topic: Connections, Comparisons, and Communities: Demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students' own culture. (30) A. Standard: Compare patterns of behavior and interaction in the students' own culture with those of the target language Learning Assessments: Students will participate in the following- presentation an Hispanic country, alphabet book presentation, perform memorized skit, write dialogue, complete dictations, TPR, Jeopardy, draw pictures for dictation, BINGO, manipulatives (scrambled sentences, flash cards, slap game, gender cards), four corners, inside/outside circle, descriptive paragraphs 4.5 weeks
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Content : Unit 2 ¿Cómo es ?
ask or tell what someone is like tell your age and find out someone else's age ask or tell where someone is from ask or tell who someone is describe yourself, people and things tell which subjects you take in school and express some opinions about them talk about what you do in school talk about what you and your friends do after school talk about what you don't do tell what you and others like and don't like to do tell where you go after school
Curriculum Map: Pacing Guide for a Block Schedule
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discuss schools in Hispanic countries talk about your family talk about team sports and other physical activities tell what belongs to you and others compare and contrast people and things using the comparative
QCC’s: MLI.1 Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. (01) A. Standard: Express likes and dislikes, emotions, and agreement and disagreement. (02) B. Standard: Express likes and dislikes, emotions, and agreement and disagreement. (05) E. Standard: Give simple descriptions. (07) G. Standard: Ask questions and provide responses based on topics such as self, family, and school, etc. (08) H. Standard: Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context. MLI. 2 Topic: Communication: Interpersonal: Demonstrate skills necessary to sustain brief oral or written exchange in the target language. (09) A. Standard: Initiate, participate in, and close a brief oral or written exchange. (10) B. Standard: Use formal and informal forms of address. (11) C. Standard: Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLI. 3 Topic: Communication: Interpretive: Understand simple spoken and written language presented through a variety of media in the target language based on topics such as self, family, school, etc. (12) A. Standard: Identify the main ideas and some details when reading and listening MLI.5 Topic: Communication: Presentational: Present information orally and in writing that contains a variety of vocabulary, phrases, and patterns. (18) B. Standard: Give basic information about self and others including school, family, activities, etc. (19) B. Standard: Give basic information about self and others including school, family, activities, etc.
Curriculum Map: Pacing Guide for a Block Schedule MLI.7 Topic: Cultural Perspectives, Practices, and Products: Develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. (24) B. Standard: Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. (25) C. Standard: Describe customs and traditions of the cultures such as greetings, celebrations, and courtesies. MLI.9 Topic: Connections, Comparisons, and Communities: Demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students' own culture. (30) A. Standard: Compare patterns of behavior and interaction in the students' own culture with those of the target language. Learning Assessments: Students will participate in the following- Pictionary, manipulatives (mixed sentences, like/dislike cards, ) write a like/dislike poem, survey, illustrate activities, logical/illogical game, drawing dictation, presentation of memorized poem “Yo soy””, presentation of Family Tree/Scrapbook, Photo Album or powerpoint.
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Content : Unit 3 La Vida
4.5 weeks
talk about what you do after school talk about what you don't do tell what you and others like and don't like to do talk about your family describe your home and neighborhood describe more people and things talk about families and homes in Hispanic countries tell what you and others are going to do
Curriculum Map: Pacing Guide for a Block Schedule
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identify foods order food or a beverage at a café or restaurant give locations compare eating habits in the United States and in the Hispanic world ask for the quantity you want talk about what you or others don't have talk about your family life discuss travel in Spain and other Hispanic countries talk about some services aboard the plane ask more questions check in for a flight purchase a train ticket and request information about arrival and departure use expressions related to train travel
QCC’s: MLI. 1 Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. (01) A. Standard: Express likes and dislikes, emotions, and agreement and disagreement. (02) B. Standard: Make simple requests. (03) C. Standard: Make simple requests. (04) D. Standard: Ask for clarification.
Curriculum Map: Pacing Guide for a Block Schedule (07) G. Standard: Ask questions and provide responses based on topics such as self, family, and school, etc. (08) H. Standard: Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.
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MLI. 2 Topic: Communication: Interpersonal: Demonstrate skills necessary to sustain brief oral or written exchange in the target language. (09) A. Standard: Initiate, participate in, and close a brief oral or written exchange. (11) C. Standard: Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLI. 3 Topic: Communication: Interpretive: Understand simple spoken and written language presented through a variety of media in the target language based on topics such as self, family, school, etc. (12) A. Standard: Identify the main ideas and some details when reading and listening. MLI. 5 Topic: Communication: Presentational: Present information orally and in writing that contains a variety of vocabulary, phrases, and patterns. (19) B. Standard: Give basic information about self and others including school, family, activities, etc. MLI.6 Topic: Communication: Presentational: Present brief, rehearsed material in the target language, such as poetry and songs. (21) A. Standard: Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material. (22) B. Standard: Demonstrate comprehension of rehearsed material. MLI.7 Topic: Cultural Perspectives, Practices, and Products: Develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. (24) B. Standard: Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. (25) C. Standard: Describe customs and traditions of the cultures such as greetings, celebrations, and courtesies. MLI.9 Topic: Connections, Comparisons, and Communities: Demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students' own culture. (30) A. Standard: Compare patterns of behavior and interaction in the students' own culture with those of the target language.
Curriculum Map: Pacing Guide for a Block Schedule Learning Assessments: Students will participate in the following- memory game, four corners, logical/illogical game, charades, survey, drawing dictation, write and perform a skit (commercial, café, or song/rap/poem)
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4.5 weeks
Content: Unit 4 La Rutina Diaria
use reflexive verbs and stem-changing verbs identify parts of the body describe your personal grooming habits talk about your daily routine tell things you do for yourself use preterite to talk about past events (introduction of concept)
MLI.1 Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. (01) A. Standard: Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms. (03) B. Standard: Make simple requests. (04) C. Standard: Ask for clarification. (06) D. Standard: Comprehend basic directions. ML.2 Topic: Communication: Interpersonal: Demonstrate skills necessary to sustain brief oral or written exchange in the target language. (09) A. Standard: Initiate, participate in, and close a brief oral or written exchange. (10) B. Standard: Use formal and informal forms of address. (11) C. Standard: Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. ML.3 Topic: Communication: Interpretive: Understand simple spoken and written language presented through a variety of media in the target language based on topics such as self, family, school, etc. (13) B. Standard: Comprehend simple, culturally authentic announcements, messages, and advertisements.
Curriculum Map: Pacing Guide for a Block Schedule
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ML.5 Topic: Communication: Presentational: Present information orally and in writing that contains a variety of vocabulary, phrases, and patterns. (20) C. Standard: Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. MLI.6 Topic: Communication: Presentational: Present brief, rehearsed material in the target language, such as poetry and songs. (21) A. Standard: Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material. (22) B. Standard: Demonstrate comprehension of rehearsed material. Learning Assessments: Students will participate in the following- present memorized skit, pictionary illustrate and daily routine comic strip, write paragraph describing daily routine, draw shoe for stem changing verbs to be displayed on the wall, puzzles, tests, quizzes