Pacing Guides At-A-Glance For Spanish 1, 2, 3, and Regular Level 4
The following Pacing Guides are for Spanish Levels one through three.
Spanish 1
By the end of each marking period, students can perform the following functions:
Marking Period 1
Unit 1: Joining The Global Community
Functions/Objectives: I can…
-
Spanish
in
the
world
- Identify stereotypes
- Identify language communities world-wide
- Recognize Spanish language variations
- Recognize similarities between Spanish and English
-
Demonstrate
intercultural
awareness
- Greetings & goodbyes
- Express courtesy
- Register
- Gestures
- Body language & personal space
-
Spanish
in
the
classroom
- Identify basic classroom objects
- Use classroom expressions and make requests
- Ask about & identify class items
- Ask and tell how to say, spell, and identify meanings of words in Spanish
- Ask for and give the day & date
-
Share
personal
demographic
information
- Ask for and give names
- Ask and tell how others & I are feeling
- Ask and tell where others & I are from
- Ask for and state ages
- Ask for and give birthdates
- Request and provide contact information
Marking Period 2
Unit 2: My Life At School
Functions/Objectives: I can…
- Ask for and give the time
- Identify and describe classroom objects
- Locate objects in a classroom
- Identify places around the school
- Ask and say to where people go in the school
- Discuss school schedules and say at what time classes begin & end
- Express what people have and need for classes
- Talk about what people do during class
- Talk about events after school including at what time & where they occur
- Identify and describe clothing
- Discuss what people wear to school
- Talk about the seasons and weather
Marking Period 3
Unit 3: My Life At Home
Functions/Objectives: I can…
- Talk about family relationships
- Make introductions
- Describe physical and personality traits of others
- State likes and dislikes based on personalities
- Talk about leisure-time activities and where they take place
- Talk about what people are going to do during free time
- Ask and say what people want to do
- Differentiate between what people have to do or want to do
- Extend, accept, and decline an invitation to do an activity
Marking Period 4
Unit 4: My Life In The Community
Functions/Objectives: I can…
- Talk about places in the city / community
- Discuss how to go to a location within a community
- Use transportation schedules (to include understanding the 24-hour clock to navigate within a community
- Identify and describe foods and drinks
- Order a simple meal and ask for the bill
- Identify appropriate sounds and words to use when pausing in a conversation
- Describe the flavor and current state of foods and beverages
- Describe the current condition of people
- Identify and describe clothing
- Shop for clothing in a department store
- Make a sales transaction in a clothing department
Spanish 2
By the end of each marking period, students can perform the following functions:
Marking Period 1
Bridging Unit: My Life
Functions/Objectives: I can…
- Talk about myself
- Discuss my family and friends
- Describe my daily life
- Retell past activities
Unit 1: Healthy Living
Functions/Objectives: I can…
- Name parts of the body
- Identify personal hygiene products
- Describe my daily personal grooming routine
- Talk about injuries
- Describe body pain and illnesses
- Discuss remedies
- Retell a sequence of events that resulted in an injury
- Talk about healthy habits I and others should do
Marking Period 2
Unit 2: Travel, Trips, And Tourism
Functions/Objectives: I can…
- Participate in an online exchange to prepare for an upcoming trip
- Discuss leisure activities for a specific region or location
- Discuss what I am doing to prepare for an upcoming trip
- Recognize departure and arrival times
- Recognize weather expressions and a forecast
- Recognize a time or date when plans are discussed
- Describe a recent trip
- Retell a timeline of a trip or event
- Caption pictures that highlight a trip experience
Marking Period 3
Unit 3: Navigating Communities
Functions/Objectives: I can…
- Talk about places in the city
- Talk about everyday community activities
- Exchange information about things to do in my community
- Explain how to get to a specific destination
- Navigate the community using various modes of transportation
- Ask for and give directions
- Understand the name of a product, the cost, and where to buy it
- Give advice and make suggestions
- Tell others what to do or what not to do
Marking Period 4
Unit 4: Remember When…
Functions/Objectives: I can…
-
Describe
childhood
memories
- Habitual activities
- People
-
Discuss
activities
at
a
special
attraction
- Circus
- Zoo
- Farm
- Amusement Park
- Water Park
- Narrate the events of special occasions in the past
Spanish 3
By the end of each marking period, students can perform the following functions:
Marking Period 1
Unit 1: Family And Community Life
Functions/Objectives: I can…
-
Identify
family
members
and
types
of
families
- extended
- blended
- single-parent
-
Identify
personal
relationships
- family
- friends
- significant others
- Discuss daily family responsibilities
- Express preferences and opinions about after school jobs and activities
Unit 2: News Of Yesterday And Today
Functions/Objectives: I can…
- Retell and react to news in the media
- Identify social trends in media
- Identify geographic features
- Discuss natural disasters and their impact on communities
- Discuss Global Warming and its impact on communities
Marking Period 2
Unit 3: Less Conflict, More Communication
Functions/Objectives: I can…
- Describe one's personality and factors that impact relationships
-
Give
recommendations
and
advice
on
how
to
resolve
issues
in
a
relationship
- apologies
- requests
- suggestions
-
React
to
recommendations
- hopes
- wishes
- doubts
Marking Period 3
Unit 4: Eat Well, Live Well!
Functions/Objectives: I can…
-
Describe
food
- color, size, shape
- freshness
- taste
- healthiness
- Follow recipe directions
- Order a healthy meal in a restaurant
-
Recognize
physical
well-being
- exercise and sports
-
Recognize
mental
well-being
issues
- stress
- anxiety
- peer-pressure
-
Compare
healthy
and
unhealthy
habits
- diet
- exercise
- mental health well-being
- Recommend habits that will promote a healthy lifestyle
Marking Period 4
Unit 5: Let's Go!
Functions/Objectives: I can…
-
Talk
about
past
and
future
travel
and
trips
- family
- school
- interest group
-
Prepare
for
travel
and
trips
based
on
geographic
location
and
weather
- clothing
- personal supplies
-
Use
available
resources
to
make
decisions
about
activities
I
would
like
to
do
- websites
- maps
- brochures
- Make simple requests and inquiries when traveling
- React to an unforeseen circumstance and provide a solution
Spanish 4
By the end of each marking period, students can perform the following functions:
Marking Period 1
Unit 1: Global Challenges
Functions/Objectives: I can...
-
Discuss
environmental
issues
including
the
importance
&
impact
of
climate
change
- Identify the origins of the problems & possible solutions
- Understand threats to species around the world
- Identify recycling & conservation strategies & impacts
- Talk about my travel experiences
- Plan an ecotourism adventure in a [French/Spanish-speaking country]
- Analyze the impact of ecotourism
- Identify & discuss consequences of war
-
Express
&
explain
how
to
maintain
peace
in
the
world
- Identify factors & actions that favor peace
- Recognize & discuss the history of immigration & its impact on society
- Formulate solutions to end hunger
- Compare hunger & nutrition issues on a national & international scale
-
Identify
basic
human
rights
- Compare human rights in a [French/Spanish-speaking country] to the U.S.
-
Explain
&
recognize
what
constitutes
a
violation
of
fundamental
rights
Marking Period 2
Unit 1: Influences Of Beauty And The Arts
Functions/Objectives: I can...
- Explain and discuss the concept of beauty and what defines it
- Compare the concept of beauty and how it changes over time and differs across societies and cultures
- Identify and explain about how visual arts/architecture reflect the cultural identity of a country or community
- Discuss and read about how different artists have expressed the concept of beauty
- Critique artwork and describe my impressions to my peers
- Use literature to make cultural connections while determining meaning of familiar and unfamiliar words
- Identify why literature is important to cultural heritage and the role of why it's important in contemporary society
- Talk about musical preferences and distinguish between genres
- Determine the meaning of select songs as well as some artists
- Talk about how cuisine influences culture and identity while reflecting the history of a community
- Describe in detail how an authentic dish is prepared and discuss its cultural relevance
- Use cinematic and theatrical sources to recognize how they challenge and reflect cultural perspectives
Marking Period 3
Unit 1: Science And Technology
Functions/Objectives: I can...
- Discuss the prevalence and varied use of social media
- Recognize the need of technology and influences the way we act and communicate
- Compare advantages and disadvantages of technology
- Recognizing the ethical implications of technology use
- Identify what makes a good digital citizen and its local and global impact
-
What
are
the
technologies
of
the
future
and
what
is
prompting
their
development?
- Solar, wind, electric vehicles, GMOs, food and lifestyle choices
- Identify what factors push innovation and discoveries
- Discuss the importance of a healthy lifestyle
- Talk about the local and global impact of disease and pandemics
Unit 4: Personal Finance & the Economy
- Formulate an economic strategy to live in a new community in the United States or abroad
- Discuss how community and large-scale businesses look different in other countries and how they impact their economies and culture
-
Explain
the
differences
between
a
checking
and
savings
account
- Talk about personal finances, budgeting
- Recommend ways to invest and earn interest
- Understand currency exchanges and rates
Marking Period 4
Unit 1: Family, Community And Contemporary Living
Functions/Objectives: I can...
-
Talk
about
the
family
unit
and
its
role,
function,
and
composition
among
different
French/Spanish
speaking
communities
and
how
it
compares
to
my
own
community
and
life
experience
- What constitutes a family in different societies and how is it structured?
- Recognize social relationships both personal and professional, including friendships and their role and function in my life
- Discuss the role and experience of an individual across age/gender/generation/race
- Describe how traditions and cultural practices serve a society
- Explain how celebrations and traditions of a similar event change across cultures at the individual and family level
- Discuss how cultural traditions have variations in different communities within families and groups
- Compare and contrast the challenges of living in rural vs. urban communities
- Discuss the influence that lodging has in the quality of life of the individual and to what degree one's life is different based on the access to lodging
- Explain the difference between nationalism and patriotism
- Define citizenship and talk about the rights and responsibilities of a citizen.
- Formulate a discussion how a citizen can contribute to the progress of their community both local and beyond
Relate to the factors that contribute to the formation of one's identity, (such as national identity, origin, ethnicity, place of residence, religion)