Seven Period Day Schedule: Spanish Level III

Spanish III Pacing Guide

Text: Realidades III

Excerpt from the North Carolina Standard Course of Study

This course is an introduction to the study of the target language and its culture. Students perform the most basic functions of the language and become familiar with some elements of its culture. The emphasis is placed on the development of the four skills of listening, speaking, reading, and writing within a given context extending outside of the classroom setting when possible. The context focuses on the students’ lives and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language conventions (functions).

A general introduction to the culture, its products (e.g. literature, laws, foods, games), perspectives (e.g. attitudes, values, beliefs), and practices (patterns of social interaction) is integrated throughout the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own.

Integration of other disciplines is on-going throughout the course.

This guide is designed for a traditional 7 period day schedule. The NC SCS goals and objectives are listed for each topic. Please monitor your pacing so that this guide may be updated as needed.

Spanish III

Intermediate Learner Range

By the end of Spanish III, students should be able to demonstrate the following skills as indicated in the Performance Indicators for k – 12 Learners.

I. Comprehensibility: (how well are they understood)

Interpersonal

· Express their own thoughts using sentences and strings of sentences when interacting on familiar topics in the present tense.

· Are understood by those accustomed to interacting with Language learners.

· Use pronunciation and intonation patterns which can be understood by a native speaker accustomed to interacting with language learners.

· Make false starts and pause frequently to search for words when interacting with others.

· Are able to meet practical writing needs, such as short letters and notes by recombining learned vocabulary and structures demonstrating full control of present time and evidence of some control of other times.

Presentational

· Express their own thoughts, describe and narrate using sentences and strings of sentences in oral and written presentations on familiar topics.

· Make false starts and pause frequently to search for words when interacting with others.

II. Comprehension (how well do they understand)

Interpersonal

· Comprehend general concepts and messages about familiar and occasionally unfamiliar topics.

Interpretive

· Understand longer, more complex conversations and narratives as well as recorded material in familiar context.

· Use background information to comprehend simple stories, personal correspondence, and other contextualized print.

· Identify main ideas and some specific information on a limited number of TV, radio, video.

III. Language Control: (How accurate is their language)

Interpersonal

· Comprehend messages that include some unfamiliar grammatical structures.

· Exhibit a decline in grammatical accuracy as creativity in language production increases.

· Begin to apply familiar structures to new situations

Interpretive

· Derive meaning by comparing target language structures with those of the native language.

Presentational

· Formulate oral and written presentations on familiar topics, using a range of sentences and strings of sentences primarily in the present time but also with preparation in the past and future time.

· May show inaccuracies as well as some interference from the native language when attempting to present less familiar material.

IV. Vocabulary Use: (How extensive and applicable is their vocabulary?)

Interpersonal

· Use vocabulary from a variety of thematic word groups

· Show some understanding and use of common idiomatic expressions.

· May use false cognates or resort to their native language when attempting to communicate beyond the scope of familiar topics.

Interpretive

· Comprehend an expanded range of vocabulary

· Frequently derive meaning of unknown words by using contextual clues.

Presentational

· Demonstrate control of an expanding number of familiar words and phrases and a limited number of idiomatic expressions.

· Supplement their basic vocabulary for both oral and written presentations with expressions acquired from other sources such as dictionaries.

V. Communication Strategies: (How do they maintain communication?)

Interpersonal

· May use paraphrasing, question-asking, circumlocution, and other strategies to avoid a breakdown in communication

Interpretive

· Identify the main idea of a written text by using reading strategies such as gleaning information from the first and last paragraphs

· Infer meaning of many unfamiliar words that are necessary in order to understand the gist of an oral or written text.

· Use contextual clues to assist in comprehension.

Presentational

· Use circumlocution when faced with difficult syntactic structures, problematic spelling. Or unfamiliar vocabulary

· Make use of memory aids such as notes and visuals to facilitate presentations.

VI. Cultural Awareness: (How is their cultural understanding reflected in communication?)

Interpersonal

· Use some culturally appropriate vocabulary and idiomatic expressions.

Interpretive

· Use knowledge of their own culture and that of the target culture to interpret oral or written texts more accurately.

· Recognize target culture influences in the products and practices of their own culture.

· Recognize differences and similarities in the perspectives of the target culture and their own.

Presentationaal

· Demonstrate some cultural knowledge in oral and written presentations.

Theme and Chapter / Topic / NC SCS Objectives / Suggested Activities and Resources /
/ Vocabulary / Grammar / Culture /
Para Empezar
Tu Vida Diaria
p. 2-7 / By the end of this section students will be able to discuss:
· daily routine
· things around the house
· errands / · Present Tense(regular and stem changing)
· Reflexive Verbs / · Activities of young people in Spain, / Individual presentations, smartboard activities, creative drawings depicting daily routine, audio tapes, video program, interactive online textbook. Q & A exercise, craft idea – piñata p. xxxiv-b, grammar activities, transparencies
Para Empezar
Dias Especiales
p. 8 - 15 / by the end of this section students will be able to talk about:
· weekend activities,
· events,
· celebrations entertainment, tv, movies,
· traveling / · Verbs like “gustar”,
· possessive adj. / · Skiing in Argentina
Chapter 1
Dias inolvidables
p. 21 - 61 / Students will be able to discuss:
· weather
· outdoor activities,
· sports
· competition through a variety of thematic vocabulary words and expressions / · Preterite (regular, irregular, spelling changes),
· Imperfect
· and uses of the imperfect / · Chilean landscape,
· parks in South America,
· sports events in South America / · Vocabulary clip art
· Video program
· Audio program
· Transparencies
· Audio program
· Pair activities discussing theme of chapter incorporating grammar of chapter
· Reaction of outcome of sporting event
· Power point on sports and weather
· Talk about personal experiences
· Individual presentations using various uses of the imperfect tenses and thematic vocabulary
· Workbook exercises
Como te expresas?
p. 68 – 107
Chapter 2 (cont.) / Students will be able to describe and compare:
· Art, artists
· A work of art
· Various styles of paintings
· Performing arts
· Music, dance / · Preterite vs. imperfect
· Estar + participle
· Ser vs. estar / · Compare growing up in different cultures
· Picasso & cubism
· Styles and works of art of of Dali & Miro
· Salsa
· zarzuela / · fine arts transparencies
· Vocabulary & Grammar transparencies
· Audio program
· Video program
· Student drawing with written and oral explanation of style and influence
· Describe favorite work of art
· Partner exercises using combination of chapter vocabulary and grammar
· Group dialogue
· Smartboard activities practicing ser v. estar
· Power point comparing Picasso, Dali, and Miro
· Emphasize common adverbs and adverbial expressions that denote preterite or imperfect
· Practice workbook exercises
· Online textbook activities
Chapter 3
Que haces para estar en forma
p. 112 – 153 / Students will be able to discuss and give advice about:
· Symptom
· Remedies
· Health, food,
· nutricion
· Eating habits
· Physical fitness equipment
exercises / · Affirmative tu commands
· Affirmative and negative Ud. & Uds. Commands
· Present subjunctive of regular, irregular, and stem changing verbs / · Healing plants in Latin America
· World Health Day
· Physical Education in Spain / · Vocabulary clip art
· Vocabulary and grammar transparencies
· Audio tapes
· Provide students a chart of formal and informal commands
· Students give each other commands and carry them out
· Use advertisements discussing health, food fitness, etc.
· Student write original sentences using subjunctive (what parents want them to do, what friends prefer that they do, what they insist that others do, etc.)
· Phsuccessnet.com
Chapter 4
Como te llevas con los demas?
p. 158 - 199
Chapter 4 (cont.) / Students will be able to speak and write about:
· Personal traits
· Love and friendships
· Conflicts and solutions
· Friends and family relationships / · Subjunctive with verbs of emotion
· Uses of por and para
· Nosotros commands
· Possessive pronouns / · Spanish youth
· Opinions of Mexican teenagers about family relationships / · Audio program
· Describe in detail a friendship using chapter vocabulary. Present to class
· Transparency 89
· Grammar transparencies
· Students discuss a friend or relationship using subjunctive after verbs of emotion.
· Students compare and contrast opinions about family relationships in America and Mexico
· Students ask others what type of friend they consider themselves to be.
· Use power point to demonstrate por and para in creative sentences with pictures or animations.
· Smartboard activity with por and para
· Students form nosotros commands in a series of chronologically related events.
· Talk about expressions with por and para such as: para que, por aqui, etc.
· Discuss cognates of chapter 4 vocabulary
· Students create paragraph using nosotros commands after expressions like: before we eat, let’s…, after we go to the movie, let’s …, etc.
Chapter 5
Trabajo y Communidad
p. p. 202 - 245
Chapter 5 (cont.) / Students will talk about and write about:
· Getting a job
· Skills and abilities needed to perform a job
· Conducting interviews
· Volunteer work
· community / · present perfect tense (indicative mood)
· pluperfect tense (indicative)
· present perfect (subjunctive mood
· demonstrative adjectives
· demonstrative pronouns / · Community gardens in South America
· The meaning of work for young people in Latin America
· Hispanic Heritage Awards Foundation
· Immigrants seeking citizenship
· Antonio Machado / · Practice workbook exercises for vocabulary and grammar
· Video
· Audio tapes
· Vocabulary and Grammar Transparencies
· Students create and interview situation for a job as oral presentation incorporating chapter vocabulary and grammar
· Video tape the interview
· Look at classified ads
· Students write job ads
· Students make a list of things that they “have done” in the past
· Students form original sentences using vocabulary of this chapter and present perfect subjunctive
· Students compare meaning of work in U.S. and Latin America incorporating grammar and vocabulary of chapter 5
· Create chart summarizing demonstrative adjectives and pronouns as a quick reference guide for student notebooks.
· Power Point on Demonstratives and give students handout that follows presentation
· Use question and answer techniques to point out differences in demonstratives
· Interactive Smartboard activity demonstrating differences in demonstratives
Chapter 6
Que nos traera el futuro?
p. 260 – 291 / Students will be able to talk and write about: these topics in the present, past, and future tenses
· Careers and professions
· Plans for the future
· Advances in technology
· Careers in the future / · Future tense
· Future of probability / · Surrealism in art
· Spanish young people still living with parents
· Hispanic youth working in Washington, D.C. / · Practice workbook
· Go online
· Create Power Point Presentation or worksheet using students names in humorous sentences about what they will do in the future such as, John will be president, Bob will …, etc.
· Practice future of probability by using questions and answers relating to individual students
· Students create original sentences using regular future and future of probability and professions
· Form comparisons of cultural points of chapter using grammar and vocabulary of chapter 6
· Students respond to readings
· Supplementary material – Schaum’s Spanish vocabulary
Chapter 7
Mito o Realidad
p. 296 - 337
Chapter 7 (cont.) / Students will be able to talk about and give opinions about
· archaeological mysteries and discoveries of other civilizations
· myths and legends
· ancient civilizations / · Present Subjunctive and Present Perfect Subjunctive with expressions of doubt
· Uses of pero, sino, and sino que
· No solo … sino tambien
· Subjunctive with Adjective Clauses / · Diego Rivera
· Machu Picchu
· Mayan and Aztec cultures
· Aztec Calendar / · Audio program
· Video
· Practice workbook
· Phsuccessnet.com
· Transparencies
· Write original sentences using expressions of doubt
· Ask questions evoking responses after expressions of doubt
· Form original sentence using sino or pero correctly
· Supplement grammar explanation with the explanation of “sino que” pointing when to use it instead of sino or pero
· Give teacher made additional practice on the sino, pero, sino que concept
Chapter 8
Encuentro entre culturas
p. 342 – 383 / Students will be able to discuss:
· Ethnic groups
· Conquest and occupation
· Architecture and culture
· Trade, missions
· Ancestors and cultural heritage / · Conditional
· Imperfect subjunctive
· Imperfect subjunctive with si / · Sevilla, Toledo, Barcelona
· Moorish and Christian architecture