ib spanish ab initio - shore regional high school2. compare and contrast the use of verbal and...

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Program: International Baccalaureate Diploma Programme

Content Area: World Languages Course: Spanish ab initio SL

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President

Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza

David Baker Elizabeth Garrigal

Diane Merla Russell T. Olivadotti

Ronald O’Neill Frank J. Pingitore

Paul Rolleri

Date of Last Revision and Board Adoption: 8/27/2009

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World Languages

IB Spanish ab initio B SL

REVISION PREPARED BY

Staff

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Table of Contents

World Languages Program Mission Statement…………………………...………………………………………………...………….4

Course Description and “Big Ideas”……………………………………………………….……………………….………………….4

Essential Questions ……………………………………………………………………………………………………………………4

Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………6

Benchmark Objectives…………………………………………………………………………………………………………………6

Scope and Sequence……………………………………………………………………………………………………………………6

Learning Resources…………………………………………………………………………………………………………………….7

Grading Procedures…………………………………………………………………………………………………………………….7

Course Evaluation……………………………………………………………………………………………………………………...7

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course………………………....9

Units of Study…………………………………………………………………………………………………………………………..17

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World Languages Program Mission Statement The Shore Regional High School World Languages program exists help students develop the ability to communicate effectively and achieve a level of success in a second language, while developing an understanding of diverse cultures and traditions. It is our hope that as a result of their study, students will become globally aware, tolerant individuals who possess the ability to participate in and have a deep appreciation for our multicultural world.

Course Description and “Big Ideas” Students learn the basic concepts of Spanish using an aural-lingual-visual method to attain a level of communication competency and proficiency in each of the four language skills: listening, speaking, reading, and writing. Students examine and discuss a variety of topics related to Hispanic cultures.

“Essential Questions”

Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions:

1. Communication a. How do I develop communicative competence? b. What strategies do I need to communicate in linguistically and culturally appropriate ways? c. How does accuracy affect communication?

2. Cultures a. Why do people from different cultures sometimes say, write and do things differently from the way I do them? b. How is language a product of culture? c. How are cultural perspectives (attitudes, values and beliefs) reflected in a culture’s products and social practices?

3. Connections - a. How does the content of the world languages classroom help me understand who I am and the world in which I live? b. How does stereotyping affect my understanding of other cultures?

4. Comparisons a. Why do people from different cultures sometimes say, write, and do things differently form the way I do them?

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b. How do cultural perspectives (attitudes, values and beliefs) reflect in a culture’s products and social practices differ from my own?

5. Communities a. How do I know that my ability to communicate in real world situations is improving? b. How does content help me respond to important questions that extend my learning beyond the classroom?

The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of other standards in the areas of [insert other content area names here]

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Primary (P) Content Area and Secondary (S) Areas of Focus

Benchmark Objectives

These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled.

Scope and Sequence This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The Units included in this course include:

1. Introductions and the Hispanic World 2. Classroom 3. City 4. Family 5. Daily Activities and Customs 6. Home 7. Leisure Time 8. Food and the Household 9. Clothing 10. Cultural Connections 11. Technological Connections

NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts S 5. Science S 9. Career Education and Consumer/ Family/ Life Skills S 2. Health and Physical Education 6. Social Studies S 3. Language Arts Literacy P 7. World Languages P 4. Mathematics S 8. Technology Literacy S

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12. Body and Health

Learning Resources 1. Navegando 1 text (James F. Funston, 2005 EMC Corporation) 2. Navegando 1 workbook 3. Navegando 1 Grammar and Vocabulary worksheets 4. Navegando 1 Video/DVD Program 5. Navegando 1 Audio CD Program 6. Teacher generated worksheets 7. Maps 8. Cultural and historical videos 9. A variety of current websites including www. emcp.com

Grading Procedures

The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as:

1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s) 2. Records of oral participation in classroom discussions related to unit objectives 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Oral assessments

Course Evaluation

Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant mid-

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term and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions:

1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s? 3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced,

introduced, and developed?

In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed.

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New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Primary: World Languages

7.1 (Communication) All students will be able to communicate in at least one world language in addition to English. they will use language to engage in conversation, understand and interpret spoken and written language, present information, concepts, and ideas while making connections with other disciplines, and compare the language/culture studied with their own.

Cumulative Progress Indicator

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

Addressed in this

course?

1. Demonstrate an understanding of spoken and written language, as expressed by speakers of the target language in formal and informal settings through appropriate responses.

2. Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture to perform a variety of functions.

Persuading, negotiating, offering advice

3. Analyze the historical and political contexts that connect/have connected famous people, places and events from the target culture with the U.S.

4. Synthesize information from oral and written discourse dealing with a variety of topics.

Television and cinema presentations Teen and adult social interactions Trends in education and business

5. Apply knowledge and skills gained in other core content areas to interpret information on topics related to the study of the target language and culture.

Grade level appropriate social studies topics and career education and consumer, family and

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life skills (e.g., drawing conclusions about political, economic and societal patterns in the target culture country through the use of technological data obtained using authentic sources in the target language)

6. Analyze and critique readings from authentic texts and/or from a variety of art genres.

Main ideas, theme and supportive details Roles and significance of main characters Use of figurative language (e.g., symbolism, connotation and denotation)

7. Analyze elements of the target language and comparable linguistic elements in English.

Influence of languages on each other Syntax and morphology

B. Interpersonal Mode (direct spoken and written communication)

Addressed in this

course? 1. Give, respond, and ask for clarification on detailed oral and written directions, commands, and

requests.

2. Interact in a variety of situations using culturally appropriate verbal and non-verbal communication strategies.

3. Ask and respond to questions as part of group discussion on topics of personal, academic or social nature.

Grade level appropriate health topics (e.g., explaining and supporting an opinion on a societal issue such as violence or driving under the influence of controlled substances; participating in a panel or debate on a school-wide problem such as harassment due to

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gender or sexual orientation)

4. Engage in oral and/or written discourse in a variety of time frames on topics of personal or social interest, or on topics studied in other core content areas.

Grade level appropriate career education and consumer, family and life skills activities (e.g., college and job interviews; transactions and negotiations: filling out a business form in the target culture, asking for telephone service to be connected, demonstrating the ability to seek and apply for a job, compromising with a parent over a weekend curfew)

Grade level appropriate health topics (e.g., social issues: dating, behavior at school and non-school events)

Grade level appropriate social studies topics (e.g., analysis of the economic, scientific and political factors that led to the age of European exploration and the commercial revolution)

5. Analyze and critique a variety of culturally authentic selections.

Reflection of target culture in text Purpose, message and style of the author Use of figurative language Political or social impact and relevance to self

6. Use language in a variety of settings to further personal and/or career goals.

Grade level appropriate career education and consumer, family, and life skills activities (e.g., participation in career exploration, competitive events in the target language, community service, or school-to-work projects that use the target language and knowledge of its culture)

C. Presentational Mode (spoken and written communication for an audience)

Addressed in this

course? 1. Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or

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exposure to perspectives from the target culture.

Grade level appropriate health topics (e.g., problems and issues encountered in late adolescence)

Grade level appropriate language arts literacy topics (e.g., themes found in fiction and nonfiction such as hope, death, love, loyalty, honor, courage)

Grade level appropriate career education and consumer, family, and life skills activities (e.g., media presentation to "teach a class" about a specific topic related to other core content areas and/or the target culture)

2. Use language creatively in writing for a variety of purposes.

Grade level appropriate language arts literacy activities (e.g., writing a letter to the editor, an editorial or an op-ed piece in the target language for a newspaper or magazine; writing a research paper using target language sources)

3. Explain the structural elements and/or cultural perspectives of authentic selections. Grade level appropriate language arts literacy activities (e.g., summary or retelling the

selection with substantive description and detail; analysis of character, theme and setting and how it reflects the target culture)

4. Explain the perspectives of the target culture(s) as evidenced by their products and practices and compare those with home cultural perspectives.

Grade level appropriate social studies topics (e.g., attitudes and beliefs of the culture that influenced the development of its products or practices: esthetics, concept of time, sex roles, rights and duties, etc.; how a particular product or practice of the target culture compares with a similar product or practice in the U.S.)

Grade level appropriate science topics (e.g., impact of the environment and natural resources on the development of the products and practices of the target culture)

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7.2 (Culture) all students will demonstrate an understanding of the perspectives of a culture(s) through experiences with its products and practices.

Cumulative Progress Indicator

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

Addressed in this

course?

1. Analyze how the changing economic and political environment influences the development of new products and contemporary practices in the target culture.

2. Compare and contrast how the target country(ies) and the U.S. deal with current environmental issues.

3. Compare and contrast varying perspectives that exist in different target cultures as seen in television, film and other forms of the media.

4. Compare and contrast tangible products of the target culture(s) to their own culture and formulate a rationale about why people produce and use them.

B. Interpersonal Mode (direct spoken and written communication)

Addressed in this

course? 1. Interact in a wide range of social and professional contexts that reflect both peer-group and adult

activities within the culture studied, using appropriate etiquette in verbal or non-verbal communication.

2. Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the products, practices and perspectives of the target culture(s).

3. Compare and contrast for discussion common social practices in the U.S. and target culture(s)

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related to universal life events, such as birth, marriage, and death.

4. Analyze for discussion observable patterns of behavior and social conventions of various age groups in the target culture(s) and compare them with the U.S.

5. Analyze for discussion relationships among past and current economic and political structures and their impact on the perspectives of the culture(s) studied.

C. Presentational Mode (spoken and written communication for an audience)

Addressed in this

course? 1. Develop a persuasive rationale showing how the study of the target language and its culture(s)

influences attitudes and views on diversity.

2. Simulate activities characteristic of the transition between high school and the workplace/university in the target culture.

Secondary Content Area: Visual and performing Arts)

1.1 Aesthetics, 1.5 World Cultures, History, Society

Secondary Content Area: Mathematics

4.1 Numbers and Numerical Operations

Secondary Content Area: Science

5.1 Scientific Processes A, B; 5.2 Science and Society, 5.4 Nature and process of Technology

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Secondary Content Area: Social Studies

6.1 Social Studies Skills, 6.2 Civics, 6.3 World History, 6.4 United States/ New Jersey; 6.6 Geography.

Secondary Content Area: Technological Literacy

8.1 B; 8.2 Technology Education A,B.

Secondary Content Area: Career Education and Consumer/family/Life Skills

9.1 Career and Technical Education

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Unit 1: Introductions and the Hispanic World

Unit Question(s) Objectives Resources Formative Assessment

Strategies Pacing Guide

Marking Period

1. How are introductions and time communicated?

2. How is Spanish reflected globally?

3. Why is Spanish a valuable language to learn?

4. How does the Spanish alphabet differ from that of English?

5. How does the Hispanic culture differentiate between speaking formally and informally?

Students will be able to:

1. introduce themselves; greet people and ask for something.

2. identify where Spanish is spoken.

3. express the Spanish alphabet and spell a variety of words.

4. express what time it is and understand related expressions.

5. express feelings and inquire how other people are feeling.

6. express numbers 1-100.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork

3. Listening exercises

4. Dialogues

5. Paired and group work

6. Observations

7. Non-verbal responses

5 weeks 1

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Standards

7.1 7.2

Instructional Activities, Methods, and Assignments

Modeling; Repetition (individual and choral); flashcards; TPR; reading conversations and answering simple questions; role-playing; Spelling Bee; researching what careers would benefit from speaking Spanish

Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets

Unit Summative Assessment(s)

Quizzes, Unit test and Oral Presentation

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Unit 2: Classroom Unit Question(s)

1. How do you identify people, things and possession?

2. What is the relationship between some Spanish and English words?

3. How do you differentiate nouns in Spanish?

4. What is the difference between definite and indefinite articles?

5. What are the characteristics of an Hispanic school system?

Objectives Students will be able to: 1. identify people, classroom objects and colors. 2. ask or tell where someone is from. 3. ask and give names. 4. discuss school schedules and daily activities. 5. describe classroom objects and clothing. 6. say what people do. 7. state location. 8. talk about how someone feels. 9. express days in Spanish. 10. express nouns in singular and plural forms. 11. use the verb ESTAR, present. 12. use regular –AR verbs, present. Tense 13. understand Subject Pronouns and apply them appropriately.

Resources

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

Formative Assessment Strategies

1. Homework

2. Classwork


4. Dialogues


6. Observations


Pacing Guide

5 weeks

Marking Period

1

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Standards

7.1 7.2


Modeling; Repetition (individual and choral); flashcards; TPR; reading conversations and answering simple questions; role-playing;

Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating time and days



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Unit 3: City

Unit Question(s) Objectives

Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. How do culture and geography influence gastronomy and food choices?

2. What strategies are needed to communicate about transportation?

3. What is necessary to effectively communicate about food preferences?

4. How do contractions differ between Spanish and English?

5. What is the significance of understanding interrogative words?

6. How do language and culture impact art?

Students will be able to: 1. talk about places in a city. 2. make introductions and express courtesy. 3. ask and answer questions. 4. discuss how to go somewhere. 5. say where someone is going. 6. talk about the immediate future. 7. order food and beverages. 8. use and recognize the two contractions in Spanish. 9. apply a variety of interrogative words and form questions. 10. use the verb IR, present. 11. use –ER verbs, present. 12. be familiar with Mexico City and its transportation network. 13. recognize titles of respect.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

7.

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 2

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Standards



7.1

7.2



Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary; create charts comparing modes of transportation between U.S.A. and Mexico; research the artwork of Frida Kahlo and Diego Rivero; create menus in Spanish


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Unit 4: Family

Unit Question(s) Objectives Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. How do people from diverse cultures value family life?

2. Why is it significant to use appropriate verb endings?

3. What comparisons can you make between Puerto Rico and the Dominican Republic?

4. It what ways are expressing likes and dislikes unique in Spanish?

5. What can be inferred by the presence of Spanish speakers in the world of sports?


1. talk about family and relationships.

2. seek and provide personal information.

3. use possessive adjectives.

4. express an opinion.

5. state likes and dislikes.

6. describe people and things.

7. distinguish uses of Ser and Estar.

8. gain an understanding about Puerto Rico and the Dominican Republic.

9. read about baseball in Spanish-speaking countries.

10. use –IR verbs, present.

11. understand unique formations of Hispanic names.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 2,3

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Standards



7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary; create family trees (fact or fiction); conduct an activity of Charades; prepare and interview; prepare a brief written summary about a family member; prepare a bumper sticker relating to Puerto Rico and/or the Dominican Republic


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Unit 5: Daily Activities and Customs


Pacing Guide

Marking Period

1. How are feelings expressed?

2. What characterizes Hispanic holidays?

3. How does expressing verb forms enhance communication?

4. What are some effective strategies to express preferences?

5. How do gestures enhance communication?

6. How can one differentiate between Costa Rica and Nicaragua?

Students will be able to: 1. describe everyday activities. 2.express what someone is going to do. 3. seek and provide personal information. 4. write about everyday life. 5.say what someone likes or dislikes. 6. express strong feelings. 7. converse about dates and holidays. 8. gain understanding about Costa Rica and Nicaragua. 9. use the verbs Tener and Venir, present. 10. create exclamatory sentences. 11. use direct object pronouns. 12. understand the Personal A. 13. gain the introductory understanding of the verb Ser, past. 14. express months, dates and numbers 101-100,000. 15. understand and discuss holidays particular to the Hispanic culture.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 3, 4

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Standards



7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary; prepare a bumper sticker relating to Costa Rica and/or the Nicaragua; create VennGram related to holidays; create a calendar depicting the discussed holidays


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Unit 6: Home


Pacing Guide

Marking Period

1. How does culture affect architecture?

2. What are some strategies to make requests?

3. Why is it valuable to have a variety of verb choices?

4. How can the use of adjectives affect communication?

Students will be able to: 1. identify items in the kitchen and at the dinner dinner table. 2. express obligations, wishes and preferences. 3. talk about everyday activities. 4. state an opinion. 5. understand the use of demonstrative adjectives. 5. distinguish between what one must do and has to do. 6. use “e to ie” stem changing verbs. 7. express what someone thinks. 8.express what someone says. 9. distinguish between the use of “pedir and preguntar”. 10. use a variety of expressions incorporating the verb “pedir”. 11. gain an understanding about Venezuela and Colombia. 12. understand the use of “e & u”. 13. express a variety of structures incorporating the use of “tener”.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 4

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Standards



7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary; prepare a Venn Gram concerning Venezuela and Colombia; create a visual presentation of one’s dream house.


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Unit 7: Leisure Time


Pacing Guide

Marking Period

1. How do verb forms communicate time periods?

2. What is the cultural impact of sports?

3. What can be inferred about the importance of understanding the different ways of expressing temperature.

4. What are some effective ways of discussing leisure activities?

5. Why will understanding the use of object pronouns be helpful?

Students will be able to: 1. talk about leisure time activities. 2. discuss sports. 3. say what someone can do. 4. discuss length of time. 5. describe what is happening. 6. talk about the seasons and the weather. 7. indicate order. 8. manipulate “ue” stem changing verbs. 9. gain further understanding about object pronouns. 10. express “dar and poner” in the present tense. 11. distinguish between Fahrenheit and Centigrade. 12. gain an understanding about Argentina and Chile.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 1

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Standards

7.1 7.2


Modeling; Repetition (individual and choral); flashcards; TPR; reading

conversations and answering simple questions; role-playing;

Assignments: text, workbook, grammar/vocabulary worksheets,

teacher generated worksheets; present a short description of activities

incorporating the relevant vocabulary; prepare a Venn Gram; research and present information concerning Argentina and Chile



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Unit 8: Food and The Household


Pacing Guide

Marking Period

1. How do you express the past?

2. What are some distinctive characteristics about Spanish cuisine and traditions?

3. What are some effective ways to communicate when buying food?

4. How can understanding the use of indirect objects be beneficial?

5. How do gestures clarify and enhance language?

6. What comes to mind when you think about Spain?


1. identify and discuss household chores.

2. say what has just happened.

3. ask for and offer help.

4. talk about the past.

5. identify and describe food.

6. make comparisons.

7. use indirect object pronouns.

8. express the verbs that change to “-go” in the first person.

9. gain an understanding about Spain.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork


4. Dialogues


6. Observations


5 weeks

1,2

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Standards

7.1 7.2


Modeling; Repetition (individual and choral); flashcards; TPR; reading

conversations and answering simple questions; role-playing;

Assignments: text, workbook, grammar/vocabulary worksheets,

teacher generated worksheets; present a short description of activities

incorporating the relevant vocabulary; prepare timeline

depicting the history of Spain; prepare and share “una tapa”; survey the class regarding food preferences



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Unit 9: Clothing

Unit Question(s) Objectives

Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. How do culture and geography influence clothing and shopping choices?

2. What impact does advertising have on buying power?

3. What similarities and differences exist between U.S. and Hispanic communities regarding fashion?

4. Why is the Panama Canal of significant importance?


1. describe and identify clothing and jewelry.

2. express disagreement using affirmative and negative terms.

3. discuss the past.

4. discuss price and payment.

5. identify and use a variety of irregular verbs in the past.

6. recognize prepositions and gain additional understanding of their use.

7. use prepositional pronouns.

8. gain understanding about Panama and Ecuador.

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 2

Standards


1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

7.


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7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating the relevant vocabulary; search the internet to compare ways of expressing the same word in English and different ways in Spanish; conduct activity “Who is the person” incorporating clothing and description; prepare a fashion show; create an advertisement

Quizzes, Unit test and

Oral Presentation

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Unit 10: Cultural Connections


Pacing Guide

Marking Period

1. How do people from diverse cultures value traditions?

2. Why is it significant to use discuss and understand diverse cultures?

3. What comparisons can you make between Peru and Guatemala?

4. It what ways are expressing actions in the past different from the present?

5. What can be inferred by the presence of Spanish speakers in the world of sports?

6. What insights can be gained by studying other cultures other than your own?


1. discuss further past actions and events.

2. write about past actions.

3. talk about the future.

4. describe personal characteristics.

5. gain an understanding of Peru and Guatemala.

1. Navegando 1 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video

1. Homework

2. Classwork


4. Dialogues


6. Observations


5 weeks 2,3

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Standards



7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary; prepare a travel brochure; seek a pen-pal in another country; create a survey concerning travel preferences


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Unit 11: Technological Connections


Pacing Guide

Marking Period

1. How would the world be different without the advent of technology?

2. What are some advantages and disadvantages of technology?

3. How does technology enhance cultural connections?

4. To what end does technology affect ecology?

5. How can being able to communicate in Spanish affect technology?

6. How do countries grow from the presence of technology and what is the social impact of technology?


1. identify and use vocabulary related to technology.

2. discuss ecology.

3. seek and provide personal information.

4. state what is happening right now.

5. talk about the present, past and future.

6. express negation or disagreement.

7. gain further understanding of object pronouns.

9. gain understanding to the impact of how technology has impacted the world on a multitude of levels i.e.: ecology, social, music industry.

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks 3, 4

Standards


1. Navegando 2 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video


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7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary;create a fictious website in Spanish; create Venn Gram evaluating the advantages and disadvantages of technology; contact a local community service where knowledge of Spanish would be helpful.


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Unit 12: Body and Health


Pacing Guide

Marking Period

1. What careers will be enhanced by understanding Spanish?

2. How have minority groups contributed significantly to the United States and globally.

3. What is the relationship between culture and pride?

4. How does the mealtime schedule in Spanish speaking countries differ from that of the United States?

6. What is the connection between Spanish and names of geographical sites.

Students will be able to: 1. identify objects in the lavatory. 2. discuss daily routines. 3. discuss personal grooming. 4. seek and provide personal information. 5. point out someone or something. 6. talk about the past. 7. express reflexive verb structures. 8. use the unique construction of “se”. 9. identify parts of the body. 10. understand additional verb structures similar to “gustar”. 11. use additional prepositions. 12. discuss further the impact of Hispanics in the United States.

1. Homework

2. Classwork


4. Dialogues


6. Observations


6 weeks

4

Standards


1. Navegando 2 text

2. Workbook

3. Worksheets

4. Websites

5. Maps

6. Video


39

7.1

7.2


Assignments: text, workbook, grammar/vocabulary worksheets, teacher generated worksheets; present a short description of activities incorporating relevant vocabulary; role play a doctor’s visit; create a list of famous Spanish speakers i.e.: politicians, entertainers and writers.


ib spanish ab initio - shore regional high school2. compare and contrast the use of verbal and...

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