Middle School Spanish for Native Speakers Year 1 Pacing Guide Text: Nuevo Siglo 5
Spanish for Native Speakers Pacing Guide
Middle School Year 1 Sequence
Excerpt from the North Carolina Standard Course of Study
This course is designed specifically for native/heritage speakers of Spanish who already have some oral language proficiency. The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and enhance proficiency in Spanish by providing them the opportunity to listen, speak, read, and write in a variety of contexts and for a variety of audiences including the family, school, and the immediate community. The course will allow students to explore the cultures of the Hispanic world including their own and it will enable students to gain a better understanding of the nature of their own language as well as other languages to be acquired.
This guide is for an A/B day schedule. This means that if a unit takes 8 days you can figure on 16 days in total. This also means that weeks will only include 2 – 3 days of class. The plans are to begin after the first two days of class allowing for introduction to course, issuing of textbooks, and other beginning of school tasks. The NC SCS goals and objectives are listed for each unit. These are goals and objectives that can be met by the various activities and lessons in each unit. Understandably, you may or may not finish the textbook. This guide should serve as a “best-case scenario.” Focus more on students’ language acquisition rather than on finishing the text.
On-going projects for entire year:
· Students will participate in a Reading Group by genre (fiction, short stories, novels, non-fiction, drama, poetry, mysteries).
· Students will keep a Response Journal in a composition notebook.
· Students will read newspaper articles and present the information contained in the article.
(NCSCOS: 1.02, 2.06, 2.07, 4.01, 4.07, 5 & 7)
Objectives Students will talk about, read, listen to, and understand:
· Who am I? - ¿Quién soy yo?
o Descriptive writing (Unit 1)
o How to use the dictionary (Unit 2)
o Informal letter writing (Unit 2)
· The Hispanic World
o Geography of Spanish speaking countries (Unit 3)
o How to classify nouns (Unit 5)
o Informal vs. Formal persuasive writing (Unit 6)
· Research and Presentations
o How to conduct an interview (Unit 7)
o Informative writing (Unit 8)
· Famous Hispanics
o Writing directions (Unit 9)
o Writing biographies (Unit 10)
o Formal letter writing (Unit 10)
EQ/ Time /Topic
/ NC / Unit / Resources / SuggestedActivities /
/ Vocabulary / Grammar / Reading/Writing / SCOS /
Quarter 1:
¿Quién soy yo? / / 1.01, 1.02, 3.01, 6.01, 6.02 / Introduce the purpose of the course. They will be able to read and write Spanish more proficiently by the end of the year.
Weeks 1 – 2 / · Placement package for heritage learners
· Notebook for response journal / · Fill out information sheet
o Write and read introduction to class
o Graph class results
· Start a response journal (ex.)
o ¿Qué hizo Ud. este verano?
o Describa un amigo.
o ¿Cuál es su cuadro favorito de Cuadros de familia? ¿Por qué?
Weeks 3 - 4 / Fiction
Non Fiction / Proof-reading / Descriptive text about pictures / Cuadros de familia / · Pick 2 or 3 stories from Cuadros de familia
· Show the picture first, have them discuss and write a description on the board as a class effort
· Have the class self-correct
· Then later read the actually story by the author
· Discuss the type of story and the characters. Make connections to their own family experiences.
· Discuss fiction vs. non-fiction.
· Students will write their own story of the next picture.
EQ/ Time /
Topic
/ NC / Unit / Resources / SuggestedActivities /
/ Vocabulary / Grammar / Reading/Writing / SCOS /
Week 5 - 6 / Descriptive writing / Review subjects and predicates
Capitalization, punctuation
(hie, hue, & hum) / Poem about the meaning of friendship; Fictional story about making new friends; Write a description about a friend / Unit 1
Caricature tracing pages / · Students will create a caricature.
· Students will write a descriptive paragraph about their caricature.
Week 7 - 9 / Alphabet
Dictionary / Nouns & pronouns as subjects
Verbs as predicates
(r, rr, b, & v) / Letter writing
El día del idioma
Miguel de Cervantes
Poem – Rubin Dario / Unit 2
Computer lab / · How to write a letter. Differences between business letters and informal letters, i.e. Emails or faxes.
· How to address an envelope.
· Write an informal letter (or email) to a pen pal or friend/relative in another country.
· Go to computer lab to write the letters and print.
Quarter 2: / México, Guatemala, Puerto Rico, España, Cuba, República Dominicana / 1.02, 2.01, 2.04, 2.05, 3.02, 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08, 5.09, 6.03
Weeks 1 – 4
¿Cómo son los países del mundo hispano? / Geography
Context Clues / Interrogative & exclamatory sentences
Wish & exhortative statements
(g vs. j) / Informative text about Chichén-Itzá and St. Augustine
Write a description of a special place / Unit 3
Cowboys to Castles / · Give the students a blank map of all Spanish speaking countries for them to fill in and decorate.
· Highlight the countries of focus for this unit.
· Provide information packets for the students to fill in on the countries.
Weeks 5 – 6
¿Cómo usamos nuestro propio vocabulario para adivinar palabras nuevas? / Polisémica (multiple meanings) / Review nouns and their endings
Classify nouns / Informative text about urban life and its problems
Fable about a flutist and automobiles
Write a persuasive article / 1.06, 5.01, 5.05, 6.01 / Unit 5 / · Work with prefixes/suffixes to understand and form new words
· Understand words with multiple meanings.
Weeks 7 – 8 / Formal vs. Informal
Persuasive / Adjective agreement
Positive, comparative & superlative forms of adjectives
(accent marks) / Write a persuasive letter
Roberto Clemente
Florence Nightingale / Unit 6 / · Continue writing in notebook
· Write a formal, persuasive letter – i.e. to mother (usted) showing respect, convincing argument
· Group editing
Week 9 / · Summary
· Review
· Assessment
Quarter 3:
Weeks 1 – 2
¿Cómo hacemos una entrevista? / Interview;
Compound words / Review forms and placement of determiners: articles, possessive and demonstrative adjectives / Informative text about means of communication; Fictional story about a school boy who invents a secret code; Write an interview / Unit 7 / · Use unit resources to create a script for them to use to interview classmates.
· Interviews could include family history, traditions, stories or the most influential person in their life.
Weeks 3 – 9
¿Cómo escribimos para informar? / Informative text
Verbs / Personal, possessive and demonstrative pronouns / Read informative text about our solar system and astronaut Rodolfo Neri Vela
Write informative text
Research materials
Proper presentation techniques
· Fonts
· Backgrounds
· Formal speaking / Goal 5, Goal 7, 3.01, 3.02, 3.03, 4.02 / Unit 8
Enciclopedia Cumbre
Technology teacher (for PowerPoint) / · After using text resource, use selection from Enciclopedia Cumbre about Guinea Ecuatorial as an example of informative text to help them see components they will need in their writing.
· Write informative text about Hispanic country (practice, product or people). [Use Enciclopedia Cumbre for research]
· Build technology and research skills – develop PowerPoint presentations based on informative writing.
Quarter 4:
Weeks 1 - 4 / Word families / Verb infinitives
Personal, impersonal and accidental forms of the infinitives / Informative text about games children play
Tongue-in cheek mystery story
Write a mystery story / 1.05, 2.04, 2.05, 3.03, 3.05, 6.01, 6.02 / Unit 9
World Languages textbook / · Write the directions to play the children’s games
· Linguistics – Compare Spanish to Italian, French & Latin (oral and written recognition of tapes & text)
· Discuss dialects and neutral Spanish
Weeks 5 - 9 /
Famous Hispanics; Biography; Autobiography
/ Review the indicative mood, Review simple and compound verb formsCommas & ellipsis / Informative text about José Martí; Brief biography about Sor Juana Inés de la Cruz; Write a personal narrative / Unit 10
Pasos books
Media Center / · Discuss and read about famous Hispanics.
· Discuss non-fiction, autobiographies and biographies
· Students will write a short essay or biography about a famous person.
· Students will write a formal letter to the person.
Resources
· Cuadros de Familia for 1st quarter
· Pasos books from Santillana
· Que Pasa newspaper
· Nuevo Siglo 5 / Santillana
· Castles to Cowboys for 2nd quarter
· Grolier La Nueva Enciclopedia de Cumbre on NCLearn / NCWISEOWL websites
· http://www.eduplace.com/graphicorganizer/spanish/ (Graphic organizers in Spanish)
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