PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 5 Days / 21 Days / 21 Days / 21 Days

Unit Topic

(Specify skills/information that will be learned.) / How to survive in Language Class / My Friends and I /

My School Life

/

My Free Time

Enduring Understandings

(Give and/or demonstrate necessary information) / The Student will understand that:
From the first day of class, the target language is used to communicate.
Words and letters in the target language combine to make different sounds that we may not have in English. Some words look and sound the same, while others look the same, but have different meanings.
Descriptions in the target language follow different patterns than in English.
that effective communication requires
cooperation, honest listening, clear
instructions, respect for on another, clarifying / The Student will understand that:
Friendships result from both personal similarities and differences.
Student interests vary by culture.
Descriptions in the target language follow different patterns than in English / The Student will understand that:
School schedules vary by country.
Extracurricular activities associated with schools vary from culture to culture.
Not all students have choices in the courses they can take.
After school jobs may not be an option for all students. / The Student will understand that:
Students spend their free time in different ways.
Extracurricular activities are often times not part of school life outside of the U.S.
Some free time activities are culturally defined.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 5 Days / 21 Days / 21 Days / 21 Days

Enduring Understandings

con’t

/ questions, proper feedback, and openness to divergent opinions.

Essential Questions

(Steps to check for student understanding) / What cues do I listen to and look for before I respond?
How do I figure out meaning when words are no understood?
What procedures do I need to learn to function effectively and participate fully in class?
How is the target language like and unlike English?
What are the benefits of learning a modern language? / What factors influence your choice of friends?
How are personal interests influenced by the target culture? / What is the role of school in a given culture?

What factors influence course choices and school related activities?

/ How is leisure time defined in the target culture?
How do family and friends influence leisure activities?

What is the role of family in student extracurricular activities?

Standards

/ B 1.1-1 indicate that they do not understand or cannot express a message adequately.
B1.1-2 understand and express basic courtesies and related gestures. / B 1.1-4 exchange personal information (names, interests)
B1.1-7 ask and answer simple questions
B1.2-2 identify aural, visual, and context clues / B 1.1-1 indicate that they do not understand or cannot express a message adequately.
B1.1-6 use the target language to express personal likes, dislikes / B 1.1-2 understand and express basic courtesies and related gestures
B1.1-4 use the target language to express personal information with others.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 5 Days / 21 Days / 21 Days / 21 Days

Standards

/ B 1.1-3 give and follow simple directions
B 1.1-7 ask and answer simple questions
B 1.2-1 respond appropriately to simple directions and commands
B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials.
B 1.3-2 use visuals as support in communicating a message
B 2.1-1 imitate language and behaviors that are appropriate to the target culture during communications.
B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life.
B 4.1-1 recognize and imitate the sound patterns of the target language / in authentic spoken and written materials.
B 1.2-4 understand information on familiar topics in sentence-level oral and written presentations.
B 1.3-2 use visuals as support in communicating a message
B 1.3-5 list and compare information from simple sources
B 2.1-1 imitate language and behaviors that are appropriate to the target culture(s) during communication
B 4.1-2 identify word borrowings and cognates from other languages
B 4.1-4 identify the mechanics of the target language and use them within limited contexts in written work / agreement, and disagreement regarding familiar topics.
B 1.1-7 ask and answer simple questions
B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials.
B 1.2-3 identify the main idea in authentic target-language materials, in both oral and written forms.
B 1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations.
B 1.3-2 use visuals as support in communicating a message.
B 1.3-5 use the target language to list and compare information from simple sources. / B 1.1-6 use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.
B 1.1-7 ask and answer simple questions
B 1.2-3 identify the main idea in authentic target-language materials, in both oral and written forms.
B 1.2-4 understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations.
B 1.3-5 use the target language to list and compare information from simple sources.
B 1.3-6 communicate information in the target language in sentence-level oral and written presentations on familiar topics.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 5 Days / 21 Days / 21 Days / 21 Days

Standards con’t

/ B 4.1-2 identify word borrowings and cognates from other languages.
B 4.2-2 identify similar and different behavioral patterns between the target culture and their native culture
B 4.2-3 identify practices from the target culture and the student’s native culture. / B 4.2-3 identify practices from the target culture(s) and the student’s native culture. / B 1.3-6 communicate information in the target language in sentence-level oral and written presentations on familiar topics.
B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life.
B 2.1-3 use the target language to identify the cultural practices that are particular to the target culture.
B 2.2-4 use the target language to identify social, economic, and political perspectives within the target culture.
B 3.2-1 use the target language to identify viewpoints within the target culture that are expressed in sources intended for native speakers. / B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life.
B 2.1-3 use the target language to identify the cultural practices that are particular to the target culture.
B 2.2-4 use the target language to identify social, economic, and political perspectives within the target culture.
B 3.2-1 use the target language to identify viewpoints within the target culture that are expressed in sources intended for native speakers.
B 4.1-2 identify word borrowings and cognates from other languages.
B 4.1-3 recognize high-frequency target-language idioms within limited contexts.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 5 Days / 21 Days / 21 Days / 21 Days

Standards con’t

/ B 4.1-1 recognize and imitate the sound patterns of the target language
B 4.1-2 identify word borrowings and cognates from other languages.
B 4.1-3 recognize high-frequency target-language idioms within limited contexts.
B 4.2-1 use the target language to identify the products of the target culture and those of his or her native culture
B 4.2-2 identify similar and different behavioral patterns between the target culture and their native culture.
B 4.2-3 identify practices from the target culture and the student’s native culture.
B 5.1-1 use the target language to respond to target-language speakers encountered outside of the classroom setting.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 5 Days / 21 Days / 21 Days / 21 Days
B 5.1-2 share examples of the target language and culture with people encountered outside of the classroom setting.
Integrations
(with other discipline areas) / Math: Numbers, time, basic addition and subtraction
ELA: writing comparisons
Technology: Internet and computer research
Geography: Map study where target language is spoken / Math: age
ELA: write a paragraph/ write a letter
Technology: computer activities
Arts: graphic organizers, pictures, photos, and posters
Social Studies: sociology, family, and friends / Variety in learning skills to meet different learning styles. / Variety of instructional skills to meet different learning styles
District Assessments
(culminating assessments) / Unit test with listening and writing
Role playing activity / Lesson test
Descriptive paragraph
Internet correspondence / Test
Internet generated school schedule in target language / Lesson test
Write plans (schedule of afternoon activities
Role playing with café scene

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 21 Days
Unit Topic
(Specify skills/information that will be learned.) / My Community
Enduring Understandings
(Give and/or demonstrate necessary information) / The Student will understand that:
there are alternatives to traveling by car.
tourist destinations are culturally defined.
Countries use different systems of measurement
Essential Questions
(Steps to check for student understanding) / What factors influence how we travel within cities and communities?
What is the role of the automobile in a culture?
What defines a location as a tourist destination?
What factors influences where we go within cities and communities?

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 21 Days

Standards

/ B 1.1-3 give and follow simple directions (directions in town)
B 1.1-5 understand and express basic needs, including food, drink, shelter, travel assistance (getting around town)
B 1.1-6 use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.
B 1.1-7 ask and answer simple questions
B 1.2-1 respond appropriately to simple directions and commands (directions in a city or map)
B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials.
B 1.2-3 identify the main idea in authentic target-language materials, in both oral and written forms.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 21 Days
B 1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations.
B 1.3-2 use visuals as support in communicating a message.
B 1.3-3 express likes or dislikes about familiar topics (activities in a town)
B 1.3-6 communicate information in the target language in sentence-level oral and written presentations on familiar topics.
B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life.
B 2.1-3 use the target language to identify the cultural practices that are particular to the target culture.

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 21 Days
B 3.1-1 locate modern language resources and identify information to enhance knowledge of other subject areas (metric system)
B 3.2-1 use the target language to identify viewpoints within the target culture that are expressed in sources intended for native speakers.
B 4.1-1 recognize and imitate the sound patterns of the target language
B 4.1-2 identify word borrowings and cognates from other languages.
B 4.1-3 recognize high-frequency target-language idioms within limited contexts.
B 4.1-4 identify the mechanics of the target language and use them within limited contexts in written work

PACING GUIDE for WORLD LANGUAGE

Grade: 10-12Big Ideas: Spanish IPrepared by: Union County Schools

Time Frame / 21 Days
B 4.2-1 use the target language to identify the products of the target culture and those of his or her native culture
B 4.2-2 identify similar and different behavioral patterns between the target culture and the students native culture
B 4.2-3 identify practices from the target culture(s) and the students native cultures (activities, daily schedule)
Integrations
(with other discipline areas) / Math: Measurement(money)
ELA: written paragraph
Technology: Internet (computer research)
Arts: posters, brochures, organizers
Social Studies: geography and map skills
District Assessments
(culminating assessments) / Lesson test

PACING GUIDE for WORLD LANGUAGE

Subject: Spanish I Grade Level: 10-12 Big Idea: How to Survive

Unit Topic
How to survive in Language Class / Length of Unit
6 days
Enduring Understanding / Students will understand that:
  • From the first day of class, the target language is used to communicate.
  • Words and letters in the target language combine to make different sounds that we may not have in English. Some words look and sound the same, while others look the same, but have different meanings.
  • Descriptions in the target language follow different patterns than in English.
  • that effective communication requires cooperation, honest listening, clear instructions, respect for on another, clarifying questions, proper feedback, and openness to divergent

Focus/Essential Questions /
  • What cues do I listen to and look for before I respond?
  • How do I figure out meaning when words are no understood?
  • What procedures do I need to learn to function effectively and participate fully in class?
  • How is the target language like and unlike English?
  • What are the benefits of learning a modern language?

Instructional Objectives / The Student will be able to:
  • Ask and answer simple questions and ask for clarification when needed.
  • Contrast of sounds and punctuations
  • Say the alphabet, numbers 1-10, days of the week, greeting, farewells, names, colors and time.
  • Demonstrate knowledge of global awareness where target language is spoken.
  • Introduce themselves to classmate and introduce a classmate to others
  • Respond to an initiate greeting and farewells

Standards/ Indicators / B 1.1-1 indicate that they do not understand or cannot express a message adequately.
B 1.1-2 understand and express basic courtesies and related gestures.
B 1.1-3 give and follow simple directions
B 1.1-7 ask and answer simple questions
B 1.2-1 respond appropriately to simple directions and commands
B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials.
B 1.3-2 use visuals as support in communicating a message
B 2.1-1 imitate language and behaviors that are appropriate to the target culture during
communications.
B 2.1-2 identify (recognize) cultural characteristics and behaviors of everyday life.
B 4.1-1 recognize and imitate the sound patterns of the target language
B 4.1-2 identify word borrowings and cognates from other languages.
B 4.2-2 identify similar and different behavioral patterns between the target culture and their native
culture
B 4.2-3 identify practices from the target culture and the student’s native culture.

PACING GUIDE for WORLD LANGUAGE

Subject: Spanish I Grade Level: 10-12 Big Idea: How to Survive

Key Vocabulary
Pre-Assessment Evidence\Prior Knowledge Needed /
  • Who has previously studied a language
  • Count who knows words
  • Reading
  • Basic Math (numbers and time)
  • Geography (location of countries that speak the target language)

Building Background Knowledge /
  • Reading
  • Basic Math (numbers and time)
  • Geography (location of countries that speak the target language)

Culminating/ Summative Assessment Evidence /
  • Unit test with listening and writing
  • Role playing activity

Formative Assessment Evidence /
  • TPR for classroom situations
  • Introductions
  • Written and listening practice on alphabet and numbers
  • Game- “Language ladder”

Integrations/ Connections / Math: Numbers, time, basic addition and subtraction
ELA: writing comparisons
Technology: Internet and computer research
Geography: Map study where target language is spoken

PACING GUIDE for WORLD LANGUAGE

Subject: Spanish I Grade Level: 10-12 Big Idea: How to Survive

Instructional Activities Bank /
  • Total Physical Response (TPR)
  • Language ladder for survival phrases
  • Language ladder for reactions
  • Gouin series for classroom rules and procedures
  • Cooperative Learning
  • Questioning Strategies such as yes/no, either/or, multiple choice
  • Paired Practice, partner work, small group work
  • Modeling of language and cultural practices
  • Role playing
  • Direct instruction
Strategy for clear separation of the target language from English such as a sign or flag
Differentiation
Rubric / *Teachers create rubrics and grading scales to meet the individual needs of each level course.
Resources and Materials /
  • Classroom Expressions
  • Pictures, illustrations, flashcards
  • Video clips
  • Recordings of native speakers
  • Templates for graphic organizers including timelines, Venn diagrams, t-charts
  • Picture books with school themes
  • Student personality inventory and learning style inventory
  • Parent inventory
Classroom Resources for All Units
  • Textbook
  • Ancillary materials
  • Communicative pairs activities
  • Listening and writing activities
  • Video Clips
  • Language ladders

PACING GUIDE for WORLD LANGUAGE

Subject: Spanish IGrade Level: 10-12Big Idea: My Friends and I

Unit Topic
My Friends and I / Length of Unit
21 days
Enduring Understanding / Students will understand that:
  • Friendships result from both personal similarities and differences.
  • Student interests vary by culture.
  • Descriptions in the target language follow different patterns than in English

Focus/Essential Questions /
  • What factors influence your choice of friends?
  • How are personal interests influenced by the target culture?

Instructional Objectives / The Student will be able to:
  • Describe themselves and others
  • Ask for information about others
  • Compare physical and personality traits of themselves and others.
  • Express likes and dislikes about activities

Standards/ Indicators / B 1.1-4 exchange personal information (names, interests)
B 1.1-7 ask and answer simple questions
B 1.2-2 identify aural, visual, and context clues in authentic spoken and written materials.
the student’s native culture.
B 1.2-4 understand information on familiar topics in sentence-level oral and written presentations.
B 1.3-2 use visuals as support in communicating a message
B 1.3-5 list and compare information from simple sources
B 2.1-1 imitate language and behaviors that are appropriate to the target culture(s) during
communication
B 4.1-2 identify word borrowings and cognates from other languages
B 4.1-4 identify the mechanics of the target language and use them within limited contexts in
written work
B 4.2-3 identify practices from the target culture(s) and the student’s native culture.

PACING GUIDE for WORLD LANGUAGE