PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 6 Days / 21 Days / 21 Days / 21 Days

Unit Topic

(Specify skills/information that will be learned.) / How to Use/Apply 1st Year Concepts / Who am I? /

How have I changed?

/

What are my choices?

Enduring Understandings

(Give and/or demonstrate necessary information) / The student will understand:
sound systems
numbers, days, months, time, seasons, and weather
review first level vocabulary and present tense regular and irregular verbs. / The student will understand that:
personality may be determined in part by various cultural factors (e.g., concept of family, customs, dress, school life/extracurricular activities, etc.)
culture shapes the way people think of and perceive other individuals/groups, events, etc.
feelings toward individuals and groups vary from culture to culture / The student will understand that:
childhood experiences may differ from place to place
various factors can influence past experiences
the ages and stages of childhood may vary from country to country and culture to culture
benchmark events are present in all cultures / The student will understand that:
Opportunities, experiences, and choices for teens may vary from culture to culture.
Culture may influence interests and perspectives.
Social customs vary based on culture, geography, economy, and history

Essential Questions

(Steps to check for student understanding) / How are the concepts in first level world language class essential to transitioning to second level world language class? / How do I perceive myself? How do others perceive me?
What is it like to be a teenager in the United States? / What is the role of the student in a given culture?
How have past experiences changed over time? / What influences personal choices?
How does the notion of teenage independence vary from culture to culture?

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 6 Days / 21 Days / 21 Days / 21 Days

Essential Questions con’t

/ What is it like to be a teenager in the target culture?
What makes a good match between individuals or groups? /

What determines our past experiences?

/

How does culture impact teenage awareness of social issues?

Standards

/ 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 1.1-2 express basic courtesies in the target language and use appropriate behaviors.
B 1.1-4 use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail addresses) with others.
D 1.1-4 use the target language to exchange information on topics of personal interest with others.
D 1.1-6 use the target language to express personal preferences and options with supporting details. / B 1.1-7 Use the target language to ask and answer simple questions.
D 1.1-4 Use the target language to exchange information on topics of personal interests with other.
B 1.2-2 Identify aural, visual, and context clues in authentic target-language materials, in both oral and written forms.
D 1.2-2 Use aural, visual, and context clues to derive meaning from authentic target-language materials, in both oral and written forms. / D 1.1-4 Use the target language to exchange information on topics of personal interest with other.
D 1.1-6 Use the target language to express personal preferences and opinions with supporting details.
B 1.1-7 Use the target language to ask and answer simple questions.
D 1.2-2 Use aural, visual, and context clues to derive meaning from authentic target-language materials, in both oral and written forms.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 6 Days / 21 Days / 21 Days / 21 Days

Standards con’t

/ 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. / B 1.1-7 use the target language to ask and answer simple questions.
B 1.2-2 identify aural, visual, and context clues in authentic target-language materials, in both oral and written forms.
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 in the target language. / B 1.2-3 Identify the main idea in target-language materials, in both oral and written form.
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 in the target language.
B 1.3-6 Communicate information in the target language in the sentence-level oral and written presentation on familiar topics.
B 2.1-2 Identify behaviors and traits that are characteristic of everyday life in the target culture. / D 1.2-3 Identify the main idea and discern supporting details 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 in the target language.
D 1.3-3 Use the target language to express personal opinions on selective topics.
B 1.3-5 Use the target language to list and compare information from simple sources.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 6 Days / 21 Days / 21 Days / 21 Days

Standards con’t

/ B 1.3-3 use the target language to express personal likes or dislikes regarding familiar topics 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.
B 2.1-1 imitate language and behavior that are appropriate to interactions in the target culture.
B 2.1-3 use the target language to identify the cultural practices that are particular to the target culture.
B 4.1-2 identify differences and similarities in register between the target language and English. / B 2.1-4 Identify social issues currently affecting the target culture.
B 2.2-4 Identify social, economic, political perspectives within the target culture.
B 3.2-1 Use the target language to identify view points within the target culture that are expressed in sourcesintended for native speakers.
B 4.1-1 Compare cognates and word borrowings between the target language and English
B 4.1-2 Identify differences and similarities in register between the target language and English.
D 4.1-3 Use high-frequency target-language idioms within familiar context. / B 1.3-6 Communicate information in the target language in sentence level oral and written presentations on familiar topics.
B 2.1-3 Use the target language to identify the cultural practices that are particular to the target culture.

B 2.1-4 Identify social issues currently affecting the target culture.

B 2.2-1 Use the target language to identify tangible products and symbols of the target culture. (e.g, dress, types of dwelling, foods, flags, monuments, landmarks)
B 2.2-2 Use the target language to identify and participate in artistic expressions of the target culture.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 6 Days / 21 Days / 21 Days / 21 Days

Standards con’t

/ B 4.2-2 Identify similar and different behavioral patterns between the target culture and the student’s native culture.
B 4.2-3 Use the target language to identify practices within the target language that are similar to and different from those in his/her native culture.
B 2.1-1 Imitate language and behaviors that is appropriate to interactions in the target culture. / B 2.2-4 Identify social, economic, and political perspectives within the target culture.
B 3.2-1 Identify viewpoints within the target culture that are expressed in sources intended for native speakers.
D 4.1-1 Describe how the target language and English have influences each other.

B 4.1-2 Identify differences and similarities in register between the target language and English.

D 4.1-3 Use high-frequency target-language idioms within familiar context.
D 4.2-2 Compare behavioral patterns and perspectives in the target culture with those in his or her native culture.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 6 Days / 21 Days / 21 Days / 21 Days

Standards con’t

/ D 4.2-3 Compare practices that are particular to the target culture with those of his/her native culture.
B 2.1-1 Imitate language and behaviors that is appropriate to interactions in the target culture.

Integrations

(with other discipline areas) / Math: numbers and time
ELA: written paragraphs and descriptions
Technology: Internet research
Arts: create imaginary family tree
Social Studies: geography, global awarness / Math: age
ELA: written activities
Technology: Internet research
Arts: posters
Social Studies: global awareness / Math: Data and Numbers (age)
ELA: Written essays.
Technology: Computer Research/Web Quest
Arts: Graphic Organizers and Posters

Social Studies: Use of a Timeline and Maps

/ Math: Dates, Numbers, Statistical Data
ELA: Exchange Program Project
Technology: Internet and Computer Research
Arts: Poster

Social Studies: Maps and Geography where target language is spoken

District Assessments

(culminating assessments) / Unit test with listening and written role play
Verb test / Test
Verb Test / Unit Test
Write about a specific past experience

Write a story about a past experience

/ Unit Test

Exchange Program Project

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 21 Days

Unit Topic

(Specify skills/information that will be learned.) / Where am I going?

Enduring Understandings

(Give and/or demonstrate necessary information) / Students will understand that:
Access to jobs may vary from culture to culture.
Oral and written presentations play an important role in the workplace.
Appropriate use of register and culture behavior influence how others perceive you.

Essential Questions

(Steps to check for student understanding) / What determines job opportunities in a given culture?
How do employers assess the qualifications of candidates?

Standards

/ B 1.1-2 Express basic courtesies in the target language and use appropriate behaviors.
B 1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail addresses) with others.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 21 Days

Standards con’t

/ D 1.1-4 Use the target language to exchange information on topics of personal interest with others.
D 1.1-6 Use the target language to express personal preferences and opinions with supporting details.
B 1.1-7 Use the target language to ask and answer simple questions.
B 1.2-2 Identify aural, visual, and context clues in target-language materials, in both oral and written forms.
B 1.2-3 Identify the main idea in 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 in the target language.
B 1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics.
B 1.3-5 Use the target language to list and compare information from simple sources.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 21 Days
Standards con’t / B.1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics.
B 2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture.
B 2.1-3 Use the target language to identify the
cultural practices that are particular to the target culture.
B 2.1-4 Identify social issues currently affecting the target culture.
B 2.2-4 Identify social, economic, and political perspectives within the target culture.
B 3.2-1 Identify viewpoints within the target culture that are expressed in sources intended for native speakers.
B 4.1-2 Identify differences and similarities in register between that target language and English.
B 4.1-3 Recognize high-frequency idioms within limited context.
B 4.2-2 Identify behavioral patterns and perspectives in the target culture that are similar to and different from those in his or her native culture.

PACING GUIDES for WORLD LANGUAGE

Grade Level: 10-12Big Idea: Spanish IIPrepared by: Union County Schools

Time Frame / 21 Days
Standards con’t / B 4.2-3 Identify practices within the target culture that are similar to and different from those in his or her native culture.
Integrations
(with other discipline areas) / Math: Number (Salaries)
ELA: Job Application
Technology: Internet and Computer Research
Arts: Poster
Social Studies: Job Application, work culture of various countries
District Assessments
(culminating assessments) / Unit Test
Job Application Project
Oral Interview Evaluation

PACING GUIDES for WORLD LANGUAGE

Subject: Spanish IIGrade: 10-12Big Idea: How to Use/Apply 1st Year Concepts

Unit Topic
How to Use/Apply 1st Year Concepts / Length of Unit
6 days
Enduring Understanding / The students will understand…
  • sound systems
  • numbers, days, months, time, seasons, and weather
  • review first level vocabulary and present tense regular and irregular verbs.

Focus/Essential Questions / How are the concepts in first level world language class essential to transitioning to second level world language class?
Instructional Objectives / The student will be able to:
  • correctly pronounce sounds of the target language.
  • pronounce and write numbers, days, months, time, seasons, and weather.
  • pronounce and identify first level vocabulary.
  • form and identify present tense of regular and irregular verbs.

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 GUIDES for WORLD LANGUAGE

Subject: Spanish IIGrade: 10-12Big Idea: How to Use/Apply 1st Year Concepts

Key Vocabulary
Pre-Assessment Evidence /
  • match words, expressions or sentences to pictures
  • singing of the alphabet song (musical review)
  • write descriptions of family, friends, and activities
  • TPR for classroom situations, routines
  • Introductions
  • written and listening practice on alphabet and numbers
  • language ladder

Building Background Knowledge /
  • Basic survival phrases in the classroom
  • Verbs that describe activities and irregular verb expressions
  • Vocabulary to describe physical characteristic, personality traits, question words, dates, seasons, and weather.
  • Global awareness of where target language is spoken

Culminating/ Summative Assessment Evidence /
  • Unit test with listening and written role play
  • Verb test

Formative Assessment Evidence /
  • Write an autobiography
  • Introduce and describe a family member or friend
  • Describe our favorite season and activities of the season
  • Interview students in regards to their likes and dislikes

Integrations/ Connections / Math: numbers and time
ELA: written paragraphs and descriptions
Technology: Internet research
Arts: create imaginary family tree
Social Studies: geography, global awareness
Instructional Activities Bank /
  • TPR
  • KWL Chart
  • Language Ladder
  • Gouin Series
  • Cooperative Learning
  • Questioning Strategies
  • Role Playing

PACING GUIDES for WORLD LANGUAGE

Subject: Spanish IIGrade: 10-12Big Idea: How to Use/Apply 1st Year Concepts

Differentiation / Math: numbers and time
ELA: written paragraphs and descriptions
Technology: Internet research
Arts: create imaginary family tree
Social Studies: geography, global awareness
Rubric / *Teachers create rubrics and grading scales to meet the individual needs of each level course.
Resources and Materials /
  • Text
  • Maps
  • Internet
  • Language Ladder
  • Listening and videos
  • Ancillary materials
  • Songs

PACING GUIDES for WORLD LANGUAGE

Subject: Spanish IIGrade: 10-12Big Idea: Who Am I?

Unit Topic
Who Am I? / Length of Unit
21 Days
Enduring Understanding / Students will understand that:
  • personality may be determined in part by various cultural factors (e.g., concept of family, customs, dress, school life/extracurricular activities, etc.)
  • culture shapes the way people think of and perceive other individuals/groups, events, etc.
  • feelings toward individuals and groups vary from culture to culture

Focus/Essential Questions /
  • How do I perceive myself? How do others perceive me?
  • What is it like to be a teenager in the United States?
  • What is it like to be a teenager in the target culture?
  • What makes a good match between individuals or groups?

Instructional Objectives / The student will be able to:

define themselves and others.

  • compare themselves with their peers in the target culture.
  • discuss interests and activities.

Standards/ Indicators / B 1.1-2 express basic courtesies in the target language and use appropriate behaviors.
B 1.1-4 use the target language to exchange personal information (e.g., names, home addresses, telephone
numbers, e-mail addresses) with others.
D 1.1-4 use the target language to exchange information on topics of personal interest with others.
D 1.1-6 use the target language to express personal preferences and options with supporting details.
B 1.1-7 use the target language to ask and answer simple questions.
B 1.2-2 identify aural, visual, and context clues in authentic target-language materials, in both oral and
written forms.
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 in the target language.
B 1.3-3 use the target language to express personal likes or dislikes regarding familiar topics.
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.
B 2.1-1 imitate language and behavior that are appropriate to interactions in the target culture.
B 2.1-3 use the target language to identify the cultural practices that are particular to the target culture.
B 4.1-2 identify differences and similarities in register between the target language and English.

PACING GUIDES for WORLD LANGUAGE