Mooresville High School Curriculum Pacing Guide: SPANISH I

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1 For the study of Foreign Language, Mooresville High School has developed overarching core strands. These strands derived from the North Carolina Standard Course of Study for Foreign Language. Each strand is also aligned with enduring understandings and essential questions related to the study of Foreign Language. FOREIGN LANGUAGE Core Strands: 1. Communications 2. Cultural Comparisons 3. Language Across the Curriculum Mooresville High School Enduring Understandings and Essential Questions The enduring understandings related to each strand are core concepts, principles and theories that serve as a focal point for instruction and assessment. The enduring understandings also help in the transferring of ideas to other relevant and related topics and inquiries in the study of Foreign Language. The essential questions have been designed to assess student background knowledge, determine if students are mastering and applying the skills and core concepts related to the course and to promote further inquiry. The answers to these core questions should be supported with evidence from students through course content, classroom research, discussions, and experiences. These questions should be re-visited throughout the course to reinforce the key concepts and to help students develop a clear understanding of the topics. Assessments In addition to regular assessments related to the individual class, benchmark assessments will given across the department to monitor student mastery of the basic skills for the study of each particular language. Formative assessments will be given at the 4 1/2 week & 13 1/2 week marks. A midterm and final exam will also be given to students in Foreign Language.

2 Course of Study : Spanish Core Strand: Communication Level: 1 NC SCOS Goal Enduring Understandings Essential Questions All of the following aspects of communication help to develop and reinforce an understanding and application of the target language: Oral and written conversation (Intrapersonal) Listening and reading to a variety of communication formats (Interpretive) Presenting information (Presentation) Skills What are the benefits to being able to communicate in another language? How are words, phrases & sentences different and similar in English and the target language. How well can a person interact with a native speaker in the target language? How does one express preferences, feelings, emotions, and opinions in detail in the target language? Key Content 1. The students will demonstrate a proficiency to communicate preferences, feelings, emotions and opinions in the foreign language. 2. The students will apply knowledge of the target language to conversations with others and to the exchange of ideas. 3. The students will be able to translate sentences and phrases from the foreign language to English and from English to the target language. 4. Students will compare similarities and differences between various grammar elements of English and the target language. 1. Knowledge of present tense and present progressive. 2. Vocabulary of preferences, feelings, activities, descriptive adjectives Write sentences in the present tense. 4. Speak in the present tense 5. Create and answer questions. Create negative sentences. Write sentences and paragraphs. Describe things. Make comparisons. Give orders. 6. Translate sentences orally and in writing. 7. Parts of speech; tenses; singular/plural concepts; subject-verb agreement; article-noun agreement; noun-adjective agreement. Resources/Text Correlation Instructional Strategies/Best Practices Key Criteria/Benchmarks for Success Book= Realidades 1 with the Video of Realidades, the Workbook, the Guided Practice Workbook, the Audio CDʼs from the Para- Empezar lessons to Chapter 6B. 1. Students will do Activities from the book and workbooks. 2. They will write and answer questions out-loud and in writing. 3. They will compare and express preference about objects, activities and ideas in writing and out-loud. 4. They will translate out-loud the questions they make or their answers. Course of Study : Spanish 5. They will learn how Core to Strand: conjugate Cultural verbs. Comparisons Level: 1 1. Able to complete activities, questions, sentences. 2. Do dialogues. 3. Pass quizzes and tests. 4. Pass mid-terms (after chapter 2B, 4B and 6B). 5. Pass cumulative final exam

3 Course of Study : Spanish Core Strand: Cultural Comparisons Level: 1 NC SCOS Goal Enduring Understandings Essential Questions Goals Goals Goals Skills Cultural comparisons help one to understand the world by developing tolerance and appreciation of other cultures. Cultural comparisons help the students understand that language is a tool that can be used to communicate with others. 1. What is considered polite and/or impolite behavior in the two cultures? 2. What are typical pastimes in the foreign culture? How are they similar or different from those in America? 3. What celebrations do the two cultures share and which ones do they not share? What traditions have influenced the English-speaking world? 4. Are there settlements and geographical evidence in the U.S. that point to the foreign country? 5. How does the study of language help to improve global relations? Key Content 1. The student will be able to use: greetings and farewells; and will be able to address people in the target language. 2. The student will be able to accept and/or decline an invitation; how to order at a restaurant; how to buy at a store or market; how to give orders in the target language. 3. The student will compare pastimes and leisure activities of the target language countries to those of the United States, 4. The student will compare celebrations in the target cultures to those in the United States 5. The student will realize that being able to communicate with others helps understanding them and their culture. This understanding will be conducive to the improvement of relations between cultures. 6. Students will analyze how various cultures have influenced different parts of the United States. 7. The students will evaluate how the study of a foreign language is beneficial to global relations. 1. Conjugation of regular and irregular (ser, ir,) verbs in the present tense, present progressive tense and command. 2. Conjugation of o-ue and e-ie verbs in the present tense. 3. Difference between the use of the verb ser and the verb estar. 4. Comparisons and superlatives. 5. Vocabulary of: greetings; farewells; breakfast, lunch, dinner, healthy and unhealty food and life styles; colors; activities; school subjects; family members; things you need at a restaurant; places; classroom objects and their location (using prepositions); days of the week, months of the year; personality traits; descriptive adjectives; ordinal and cardinal numbers[; interrogative words; affirmative and negative expressions; words that express states of being or feelings; sports; things needed for a party; objects in a bedroom; parts of a house; house chores and activities; pastimes and leisure activities. 6. Express likes and dislikes; order food politely; invite people; decline invitations politely; give orders to people; interrogate people and answer their questions. 7. Traditions and celebrations. 8. Geography of Latin America.

4 Resources/Text Correlation Instructional Strategies/Best Practices Key Criteria/Benchmarks for Success 1. Realidades 1 - book, Workbook, Guided Practice Workbook, Audio CDʼs and Videos. From Preliminary lessons to Chapter 6B. 2. Maps of North, Central and South Am. 1. Assign vocabulary for the lesson (students should copy it). 2. Present objectives. 3. Explain grammar for the lesson, 4. Repeat vocabulary out-loud, read paragraphs and do vocabulary exercises. 5. Read/dramatize out loud the video, translate it out-loud, watch it. 6. Do activities in the book, workbook and Guided Practice related to the vocabulary. 7. Explain grammar again, do activities related to the grammar in the book and the workbook and Guided Practice. 8. Create a dialogue with the students. Have them memorize it and work with a partner. 9. Do audio activities in the workbook (second part). 10.Do writing activities in the workbook (Second part). 1. Vocabulary recognition quiz. 2. Vocabulary production quiz. 3. Grammar quiz. 4. Test

5 Course of Study : Spanish Core Strand: Language Across the Curriculum Level: 1 NC SCOS Goal Enduring Understandings Essential Questions The study of language applies to many different content areas. In what ways are the other subject areas in the curriculum affected by the study of a world language. What are some ways you can make connections between the target language and the other subject areas? Skills Students will enhance, review, or expand their knowledge in the following areas: English Social Studies Art Technology Physical Education Math Key Content English, the students will compare and contrast their knowledge of English in the following areas with what they are learning in the target language. In grammar -The students will learn about or review the parts of speech, the concept of singular and plural, the verb tenses. In writing, the student will use and compare the writing mechanics of the two languages with respect to punctuation, capitalization, and the creation of compound sentences by using conjunctions. In reading, comprehension in both languages is developed by reading out loud, dramatizing what they read and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates, context clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies - Students will examine the geography, history, civilization, culture, historical figures, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and indigenous art of the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Technology- Students will apply technology research skills to the study and review of the target language. They will use technology applications to develop chapter projects. Physical Education - Students will learn about and compare sports and recreation in other countries to their own. Mathematics - Students will interpret Roman numerals, do simple math equations involving Arabic numerals, calculate prices comparing the dollar to other currencies. Resources/Text Correlation Instructional Strategies/Best Practices Key Criteria/Benchmarks for Success Realidades textbooks,online textbook practice sites, chapter DVDs, workbooks, chapter audio CDʼs, teacher selected internet sites, newspaper and magazine articles Hands-on activities, internet searches and webquests, cultural projects, reading selections with targeted strategies Quizzes, Chapter Tests, Unit Tests after chapter 2B, 4B, and 6B, Midterm and Final Exams

6 # OF DAYS CHAPTER NCSCOS OBJECTIVE SKILL/KEY CONTENT 3 Para Empezar.Greetings.Farewells. Formal vs. familiar. Classroom commands. Numbers (1-100) 2 Para Empezar.Telling time. Body parts. Classroom objects 2.Months of the year.days of the week.seasons. Weather 5 CHAPTER 1A 1.1, 1.2, 1.3, 2.2, 4.1, 4.2.Activities Voc.. Likes/Dislikes. Negatives. Infinitives. Verb gustar 1B 7 CHAPTER 2A 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, , 1.2, 1.3, , 3.1, 4.1, 4.2, 5.1 Personality traits Voc.. Adjs. to describe people. Def. & Indef. articles. Word order. Verb ser (Sing. forms). Sing. Subj. Pronouns School Subjects Voc.. Ordinal numbers.school activities & objects. Adjs. to describe classes. -ar verbs (present tense). Map of N. Am. & Caribbean

7 # OF DAYS Mooresville High School CHAPTER NCSCOS OBJECTIVE SKILL/KEY CONTENT 2B 3A 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, , 1.2, 1.3, , 3.1, 4.1, 4.2, 5.1, 5.2 Classroom items. Prepositions of location. Verb estar. Plural of nouns & articles. All subject pronouns Voc. of foods & beverages for breakfast & lunch & related verbs. Adverbs. -er & -ir verbs (present tense). verb encantar. Map of Central America 1 MIDTERM MIDTERM EXAM At end of Chapter 3A-Review 3B 5 CHAPTER 4A 5 CHAPTER 4B 1.1, 1.2, 1.3, , 3.1, 4.1, 4.2, , 1.2, 1.3, , 3.1, 4.1, 4.2, , 1.2, 1.3, , 3.1,3.2,4.1, 4.2, 5.1,5.2 Voc. of foods & beverages. Health & exercise Voc.. Expressions w/ tener. Expressions of agreement, disagreement & preference.. Quantities. Plural Adjs.. Noun/adjective agreement. Verb Ser (present tense) Voc. of leisure activities, places,. Expressions for where you go and with whom. Expressions for when things are done and where someone is from. Interrogative words. Verb ir (present tense). Map of South Am. (northern) Voc. of sports & other leisure activities. Expressions to extend, accept or decline invitations. Adjs. for how someone feels.. Time expressions. Future formation (ir+a+inf.). Verb jugar (present tense)

8 # OF DAYS Mooresville High School CHAPTER NCSCOS OBJECTIVE SKILL/KEY CONTENT 5A 5B 6A 6B 3 REVIEW FOR 1.1, 1.2, 1.3, , 3.1,3.2,4.1, 4.2, 5.1, , 1.2, 1.3, , 3.1,3.2,4.1, 4.2, 5.1, , 1.2, 1.3, 2.1, 2.2, 3.1, 5.1,4.1, , 1.2, 1.3, , 3.1, 4.1, 4.2, 5.1, 5.2 FINAL EXAM Family members Voc.. Party objects. Possessive Adjs.. Verb tener (g, ie) (present tense) Adjectives for people & things. Expressions for feelings & needs. Restaurant/table articles. Verb venir (g, ie) (present tense). Ser vs. Estar Voc. of bedroom items, colors, electronic equipments, descriptive adjectives. Use of comparatives & superlatives.. verbs poder & dormir (ue). Map of South Am. (southern) Voc. of rooms in a house & household chores. Present Progressive tense. Affirmative tú commands 5 EXAMS EXAMS EXAMS

9 NORTH CAROLINA STANDARD COURSE OF STUDY FOR FOREIGN LANGUAGES Strands: Listening, Speaking, Reading, Writing COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language Interact with teachers and others using standard greetings, farewells, and expressions of courtesy orally and in writing Use basic words and short learned phrases during interactions orally and in writing Ask and answer questions about feelings using learned material orally and in writing Share likes and dislikes, feelings and emotions with each other orally and in writing Engage in oral and written conversation (e.g., face-to-face, s, letters) to exchange essential and personal information about everyday topics Use culturally acceptable vocabulary, idiomatic expressions, and gestures. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language Demonstrate understanding of words, phrases, and sentences from simple oral and written texts dealing with basic personal and social needs Demonstrate understanding of oral and written questions about familiar topics Follow oral and written directions, commands, and requests Identify key words or main idea(s) from oral or written passages Make inferences from simple oral and/or written passages (e.g., conversations, dialogs, narratives, advertisements, songs, rhymes, chants, and literature) about familiar topics Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language Give short oral or written presentations about people, places, things, and events using everyday words and phrases Dramatize songs, simple skits, or poetry dealing with familiar topics.

10 3.03 Retell a story orally or in writing. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own Recognize and use gestures, manners, behaviors, greetings, and idiomatic expressions of the target cultures Learn and discuss patterns of behavior or interaction among the target cultures Participate in activities and celebrations and discuss their impact on the culture Demonstrate an awareness of the different target countries and their capitals by locating them on a map or globe and identifying their major geographical features Identify important individuals from the past and present and their contributions to the target cultures Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts Identify cultural products, practices, and perspectives that lead to generalizations or stereotyping. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/ her own language(s) and culture(s) to others Identify the sound patterns of the target language and compare them to his/her own language(s) Identify similarities and differences in the structural patterns in the target language and his/her own language(s) Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s) Recognize that there are words, phrases, idioms, and concepts that do not transfer directly from one language to another Identify connections among languages by recognizing cognates and loan words Develop an appreciation for cultural differences by comparing simple patterns of behavior or interaction in various cultural settings including his/her own Identify similarities and differences of tangible and intangible products (e.g., food, dwellings, music, sports, clothing) between the target cultures and his/her own culture(s) Examine the cultural traditions and celebrations that exist in the target cultures and other cultures and recognize the viewpoints behind them Recognize viewpoints and attitudes of people in both his/her own culture(s) and the target cultures relating to family, home, school, work, and play Identify the mutual contributions of the target cultures and his/her own culture(s).

11 COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language Demonstrate understanding and apply information and skills that are common to the foreign language class and other disciplines Transfer information acquired in the foreign language class for use in other disciplines Recognize and apply learning strategies and processes from other disciplines Develop learning strategies in the target language which can be used in other disciplines. COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment Perform and/or participate in a school or community celebration or competition Share knowledge of the target language and cultures with others Interact with people of other cultures in the target language about familiar topics Visit places in person or via technology, which provide opportunities to use the target language and/or experience the target cultures Identify occupations within the community and beyond that require proficiency in the target language View, listen to, and read various forms of media that utilize the target language and reflect the target cultures.

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