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									                                                New Hanover County Schools
                                                        Spanish II
                                                      Pacing Guide

Description of the Course
Spanish II provides students with opportunities to continue the development of listening, speaking, reading, and writing
skills. Students participate in simple oral conversational situations using past and present tense. They create compositions
which narrate, describe, compare, and summarize familiar topics from the Spanish culture. Focus is placed on understanding
main ideas.

How to use this guide
This guide was created for a block schedule and is divided by the nine-weeks marking period. Teachers should follow this
pacing guide in order to ensure that each benchmark outlined is achieved within all Level II Spanish classes throughout New
Hanover County. This pacing guide was not written to align with a specific textbook – most books cover the Spanish
objectives in a similar manner. With this observation in mind, we have omitted page numbers and specific activities that
appear in various textbooks. It is therefore suggested that teachers use the “Teacher Note” column to add information for
resources in and outside of the textbook. Finally, this guide serves as a tool to correlate the objectives of the classroom to
those of the North Carolina Standard Course of Study and to unify learning throughout our system.

Resources and Assessment Tools
Current textbook and ancillaries as adopted by New Hanover County
Other textbooks and ancillaries as teacher sees fit

Teacher/Textbook-made quizzes and tests
Teacher/Textbook-generated rubrics

Student Portfolio
  SCOS          ESSENTIAL QUESTIONS,                ESSENTIAL TASKS, STRATEGIES, PROJECTS, AND                      TEACHER NOTES
 Objectives    BENCHMARKS, AND SKILLS                             CONNECTIONS                                    (Resources/References/Etc.)
First Nine-Weeks Grading Period
            Can students:
            1.) expand upon previously
            learned vocabulary related to        Name and identify vocabulary related to the classroom and
            the classroom and                     extracurricular activities.
            extracurricular activities?          Exchange information by asking and answering questions
            2.) use affirmative and               about the classroom and extracurricular activities.
1.01; 1.02;
1.04; 1.05;
            negative terms?                      Exchange information using affirmative and negative
2.01; 2.02; 3.) use comparisons of equality       terms?
2.03; 2.04; and combine these with               Exchange information using comparisons.
2.05; 2.06; previously learned                   Give and follow detailed instructions orally and in writing.
3.01; 3.02;
3.03; 3.04;
            comparisons of inequality?           Give an oral presentation to include classroom vocabulary,
3.05; 3.06;
            4.) use negative familiar             extracurricular activities, comparisons, familiar
3.07; 4.05; commands and combine these            commands, and hace + time expressions. (i.e. songs; skits;
5.02; 5.03; with previously learned               plays; etc.)
5.04; 5.07; affirmative familiar                 Create written products to incorporate classroom
6.01; 6.02; commands?
6.03; 6.04;                                       vocabulary, extracurricular activities, comparisons,
6.05; 7.06
            5.) understand and use hace +         familiar commands, and hace + time expressions. (i.e.
            time expressions in writing and       graphic organizer; brochure; poster; etc.)
            speech?                              View, listen to, and/or read from a variety of sources in
            6.) demonstrate an awareness          the Spanish language in order to make inferences and
            of culturally-specific customs,       draw conclusions about the target language and culture.
            fine arts, and history related to
            the above topics?
            Can students:                        Name and identify personal items, clothing and shopping
1.01; 1.02;
1.04; 1.05; 1.) communicate about daily           vocabulary.
2.01; 2.02; routines using reflexive verbs?      Exchange information by asking and answering questions
2.04; 2.05; 2.) expand upon previously            about daily routines.
3.01; 3.02; learned vocabulary related to
3.04; 3.06;                                      Exchange information by asking and answering questions
            clothing to discuss shopping
3.07; 4.01;                                       about clothing, shopping and fashion.
            and fashion?
4.03; 4.05;                                      Exchange information using possessive adjectives.
5.01; 5.03; 3.) expand upon previously
5.04; 5.07; learned possessive adjectives        Exchange information using demonstrative adjectives.
6.01; 6.02; to include their long forms?         Write and speak using the simple past tense in a
6.03; 6.04;
            4.) use demonstrative                 personalized context.
6.05; 7.06
            adjectives in writing and            Give an oral presentation to include reflexive verbs,
  SCOS          ESSENTIAL QUESTIONS,                  ESSENTIAL TASKS, STRATEGIES, PROJECTS, AND                      TEACHER NOTES
 Objectives    BENCHMARKS, AND SKILLS                               CONNECTIONS                                    (Resources/References/Etc.)
                                                    clothing vocabulary, shopping and fashion, possessive
              speech?                               adjectives, and the simple past tense. (i.e. songs; skits;
              5.) use verbs in the simple past      plays; etc.)
              tense (preterite) with regular       Create written products to incorporate reflexive verbs,
              conjugations?                         clothing vocabulary, shopping and fashion, possessive
              6.) demonstrate an awareness          adjectives, and the simple past tense. (i.e. graphic
              of culturally-specific customs,       organizer; poster; etc.)
              fine arts, and history related to    View, listen to, and/or read from a variety of sources in
              the above topics?                     the Spanish language in order to make inferences and
                                                    draw conclusions about the target language and culture.
              Can students:
              1.) expand upon previously           Name and identify places within the community.
              learned vocabulary related to        Write and speak using terms associated with directions
              places within the community?          and driving in a variety of contexts.
1.01; 1.02;   2.) communicate about driving        Write and speak using the simple past tense in a
1.03; 1.04;   and give and understand               personalized context.
1.05; 2.01;   directions?                          Give and follow detailed instructions orally and in writing.
2.02; 2.03;   3.) expand upon previously           Write and speak using the present progressive in a
2.04; 2.05;
3.01; 3.02;
              learned simple past tense             personalized context.
3.04; 3.05;   conjugations to include              Give an oral presentation to include vocabulary associated
3.06; 3.07;   irregular verbs?                      with the community, directions, and driving, the simple
4.01; 4.02;   4.) expand upon previously            past, tú commands, and the present progressive. (i.e.
4.04; 4.06;   learned tú commands to
5.01; 5.02;
                                                    songs; skits; plays; etc.)
5.03; 5.04;
              include irregulars?                  Create written products to incorporate the community,
5.06; 5.07;   5.) expand upon the previously        directions, and driving, the simple past, tú commands, and
6.01; 6.02;   learned present progressive           the present progressive. (i.e. graphic organizer; poster;
6.03; 6.04;   tense to include irregular            map; etc.)
6.05; 7.06    verbs?                               View, listen to, and/or read from a variety of sources in
              6.) demonstrate an awareness          the Spanish language in order to make inferences and
              of culturally-specific customs,       draw conclusions about the target language and culture.
              fine arts, and history related to
              the above topics?
              Can students:
1.01; 1.02;                                        Name and identify special events and childhood activities.
1.05; 2.02;   1.) communicate about special
2.05; 2.06;                                        Exchange information by using object pronouns.
              events and childhood
3.01; 3.04;   activities?                          Write and speak using the imperfect tense in a
  SCOS          ESSENTIAL QUESTIONS,                   ESSENTIAL TASKS, STRATEGIES, PROJECTS, AND                         TEACHER NOTES
 Objectives    BENCHMARKS, AND SKILLS                                CONNECTIONS                                       (Resources/References/Etc.)
            2.) expand upon previously              personalized context.
            learned direct object pronouns
                                                   Exchange information using reciprocal actions.
            to include indirect object
                                                   Give an oral presentation to include vocabulary associated
3.06; 3.07; pronouns and their combined
                                                    with special events, childhood activities, object pronouns,
4.01; 4.06; placement?
5.02; 5.06;                                         the imperfect tense and reciprocal actions. (i.e. songs;
            3.) conjugate and use the
5.09; 5.10;                                         skits; plays; etc.)
            imperfect tense?
6.01; 6.02;                                        Create written products to incorporate special events,
6.03; 6.04; 4.) expand upon previously
                                                    childhood activities, object pronouns, the imperfect tense
6.05; 7.01; learned reflexive pronouns to
                                                    and reciprocal actions. (i.e. graphic organizer; poster; map;
7.02; 7.03; express reciprocal actions?
7.06                                                etc.)
            5.) demonstrate an awareness
            of culturally-specific customs,        View, listen to, and/or read from a variety of sources in
            fine arts, and history related to       the Spanish language in order to make inferences and
            the above topics?                       draw conclusions about the target language and culture.
Second Nine Weeks Grading Period
                                                   Name and identify vocabulary associated with
              Can Students:                         emergencies, crises, accident scenes, injuries, and
              1.) communicate about                 treatments.
              emergencies, accident scenes,        Exchange past information by using the simple past and
              injuries and treatments?              imperfect tenses.
1.01; 1.02;
1.04; 1.05;   2.) conjugate, differentiate         Write and speak using the imperfect progressive tense in a
2.01; 2.02;   between, and apply the simple         personalized context.
2.04; 2.05;   past and imperfect tenses?           Exchange past information with the use of the simple past
3.01; 3.02;   3.) conjugate and use the             and the imperfect progressive tenses.
3.03; 3.04;
3.06; 3.07;
              imperfect progressive tense?         Give an oral presentation to include vocabulary associated
4.05; 4.06;   4.) combine the simple past           with emergencies, accident scenes, injuries and treatments,
5.02; 5.04;   and imperfect progressive             and the past tenses. (i.e. skits; news reports; etc.)
5.05; 6.01;   tenses to describe events that       Create written products to incorporate emergencies,
6.02; 6.03;   were taking place over a period       accident scenes, injuries and treatments, and the past
6.04; 6.05;
              of time in the past?                  tenses. (i.e. accident/police reports; journal entries; stories;
7.03; 7.06
              5.) demonstrate an awareness          etc.)
              of culturally-specific customs,      View, listen to, and/or read from a variety of sources in
              fine arts, and history related to     the Spanish language in order to make inferences and
              the above topics?                     draw conclusions about the target language and culture.
  SCOS           ESSENTIAL QUESTIONS,                  ESSENTIAL TASKS, STRATEGIES, PROJECTS, AND                      TEACHER NOTES
 Objectives     BENCHMARKS, AND SKILLS                               CONNECTIONS                                    (Resources/References/Etc.)
                                                    Name and identify vocabulary associated with contests
               Can students:                         and sporting events.
               1.) expand upon previously           Exchange information and opinions about performances
               learned extracurricular               and/or films.
               activities to include contests
1.01; 1.02;                                         Write and speak using the present perfect in a personalized
               and sporting events?
1.03; 1.04;                                          context.
               2.) communicate about
2.02; 2.04;                                         Exchange information using past participles as adjectives.
               performance art and/or films to
2.05; 3.01;
               include plots and characters,        Give an oral presentation to include vocabulary associated
3.03; 3.04;
3.06; 3.07;    and give opinions?                    with contests and sporting events, performance art and
4.05; 4.06;    3.) conjugate and use the             films, the present perfect tense, and past participles as
5.10;; 6.01;
               present perfect tense?                adjectives. (i.e. skits; critiques; etc.)
6.02; 6.03;
               4.) use present participles as       Create written products to incorporate contests and
6.04; 6.05;
               adjectives to describe?               sporting events, performance art and films, the present
7.04; 7.06
               5.) demonstrate an awareness          perfect tense, and past participles as adjectives. (i.e.
               of culturally-specific customs,       critiques; summaries; surveys; etc.)
               fine arts, and history related to    View, listen to, and/or read from a variety of sources in
               the above topics?                     the Spanish language in order to make inferences and
                                                     draw conclusions about the target language and culture.
               Can students:                        Name and identify a variety of foods and terms used in
               1.) expand upon previously            food preparation.
               learned food vocabulary to           Name and identify a variety of terms used when
               include food preparation?             experiencing the outdoors.
               2.) communicate about the
1.04; 2.02;                                         Give and follow detailed instructions orally and in writing.
2.03; 2.04;    outdoors?
2.05; 3.01;                                         Writing and speaking using the prepositions por and para.
               3.) understand and use
3.02; 3.05;    affirmative and negative             Give an oral presentation to include vocabulary associated
3.06; 3.07;
               formal commands?                      with food, cooking and the outdoors, formal commands,
4.05; 5.02;                                          the prepositions por and para and the passive voice. (i.e.
5.07; 6.01;    4.) differentiate between and
               apply por and para?                   skits; cooking shows; etc.)
6.02; 6.03;
6.04; 6.05;    5.) understand and use the           Create written products to incorporate food, cooking and
7.06           passive voice (impersonal se)?        the outdoors, formal commands, the prepositions por and
               6.) demonstrate an awareness          para and the passive voice. (i.e. recipes; sales flyers;
               of culturally-specific customs,       manuals; posters; etc.)
               fine arts, and history related to    View, listen to, and/or read from a variety of sources in
               the above topics?                     the Spanish language in order to make inferences and
                                                   draw conclusions about the target language and culture.

  SCOS          ESSENTIAL QUESTIONS,                  ESSENTIAL TASKS, STRATEGIES, PROJECTS, AND                       TEACHER NOTES
 Objectives    BENCHMARKS, AND SKILLS                               CONNECTIONS                                     (Resources/References/Etc.)
                                                   Name and identify vocabulary related to travel and
                                                    transportation.
              Can students:                        Name and identify vocabulary associated with site-seeing
              1.) communicate about travel          and lodging.
1.01; 1.03;
              plans and modes of transport?        Write and speak using the present subjunctive in a variety
1.04; 2.01;   2.) communicate about site-           of settings.
2.03; 2.05;   seeing and lodging?                  Exchange information using the present indicative and the
3.01; 3.02;   3.) conjugate and use the             present subjunctive.
3.04; 3.05,   present subjunctive?                 Give an oral presentation to include vocabulary associated
4.01; 4.03;
4.04; 4.05;
              4.) conjugate, differentiate          with travel, site-seeing, and lodging, the present indicative
5.02; 5.04;   between, and apply the use of         and the present subjunctive. (i.e. skits; conduct a guided
6.01; 6.02;   the present indicative and the        tour; plan a trip; make reservations; etc.)
6.03; 6.04;   present subjunctive?                 Create written products to incorporate travel, site-seeing,
6.05; 7.04;   5.) demonstrate an awareness
7.05; 7.06
                                                    and lodging, the present indicative and the present
              of culturally-specific customs,       subjunctive. (i.e. summaries; travel brochure; postcards;
              fine arts, and history related to     etc.)
              the above topics?                    View, listen to, and/or read from a variety of sources in
                                                    the Spanish language in order to make inferences and
                                                    draw conclusions about the target language and culture.

								
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