August (PE)
Vocabulary
Alphabet (see handout 1)
Expressions of courtesy(see handout
MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
September (1A, 1B)
October (2A, 2B)
November (3A)
Subject pronouns
Present tense of verbs (e.g.
comer/beber, deber, compartir,
comprender)
Formation of questions with
interrogative words
Negative and affirmative
commands
Expressions of like/dislike (‘me
encanta’, me encantan)
Health and food choices
Plurals of adjectives
Present tense of ser and tener
Indicate agreement and
disagreement
Indicate preferences
Expression of needs
Present tense of verbs (e.g.
comer/beber, deber, compartir,
comprender)
Adverbs of frequency (often,
sometimes, everyday, never,
always)
Plurals of adjectives
Present tense of Ser and Tener
Expressions of like/dislike (‘me
encanta’, me encantan)
Theme Project / Performance
Based Summative Assessment
(Handout 4)
Chapter test
Vocabulary recognition formative
assessments
Theme Project / Performance
Based Summative Assessment
(Handouts 5 & 6)
Chapter test
Vocabulary recognition formative
assessments
Theme Project / Performance
Based Summative Assessment
Chapter test
MLI.IP1A Use basic greetings,
farewells, and expressions of
courtesy, in both oral and written
forms.
MLI.IP1D Ask for clarification
MLI.IP1G Ask questions and
provide responses based on topics
such as self, family, school, etc.
MLI.IP1H Use sequenced
information, such as the alphabet,
days of the week, months, seasons,
and numbers 0-100 in context.
MLI.INT1C Understand simple
instructions, such as classroom
ML1.IP1B Express likes, dislikes,
emotions, agreement, and
disagreement.
MLI.P1B Give basic information
about self and others including
school, family, activities, etc.
ML1.INTA Identify main ideas
and some details when reading and
listening.
ML1.P1A Present information
gathered from a variety of sources
such as informal conversations,
class presentations, interviews,
readings and media.
MLI.INT1B Comprehend simple,
culturally authentic
announcements, messages, and
advertisements.
MLI.CU1B Identify commonly
held viewpoints of the cultures,
such as those relating to time,
education, and meals.
MLI.CCC1B Apply previously
learned skills from other subjects,
when appropriate, to demonstrate
knowledge in the target language
(e.g. using basic math skills)
MLI.CCC3A Recognize
Vocabulary recognition formative
assessments
Theme Project / Performance
Based Summative Assessment
Chapter test
Current Events Report (written,
oral presentation)
MLI.IP1E Give simple
descriptions
MLI.INT2B Recognize basic
gestures, body language, and
intonation that clarify a message.
MLI.CU1B Identify commonly
held viewpoints of the cultures,
such as those relating to time,
education, and meals.
MLI.CCC1D Relate content from
other subject areas to topics
discussed in the language class,
such as the influence of explorers
and settlers on various regions of
Plurals of adjectives
Indicate agreement and
disagreement
Indicate preferences
Expression of needs
Vocabulary recognition formative
assessments
Theme Project / Performance
Based Summative Assessment
Chapter test
2)
Grammar
Diacritical marks
Subject pronouns
Present tense form of verbs –AR, ER, & -IR
Expressions of like/dislike
Verbal
Formal and informal greetings
Sounds / Pronunciation
Telling time
Expressions of like/dislike
Self / Descriptive adjectives
Verbs: to be, to name or to call
oneself
Common
Vocabulary recognition formative
Assessment assessments
Standards
December (3B)
Ordinal numbers 1st through 10th
Vocabulary for school subjects,
school rooms and places, and
school supplies
Subject pronouns
Verb conjugation: AR verbs,
ESTAR
Possessive adjectives (my, your,
his/her)
Prepositions of location (on, in
under)
The expressions: “there is,” “Is
there?,” “What is there.. ?”
Subject pronouns
Verb conjugation: AR verbs,
ESTAR
Prepositions of location (on, in
under)
The expressions: “there is,” “Is
there?” “What is there..?”
Pluralization of articles (los, las,
unos, unas)
Subject pronouns
Verb conjugation: AR verbs,
ESTAR
Intro to Geography of the Hispanic
world (see handout 3)
Numbers 0-31
Days, months
Colors
Classroom instructions
Weather Expressions
Body parts
Infinitive form of verbs -AR, -ER,
& -IR
Expressions of like/dislike
Self / Descriptive adjectives
Verbs: to be, to name or to call
oneself
REV. 6/10
MLI.CCC2A Compare patterns of
behavior and interaction in the
students’ own culture with those of
the target language.
MLI.IP1H Use sequenced
information, such as the alphabet,
days of the week, months, seasons,
and numbers 0 to 100 in context.
MLI.CCC2B Demonstrate an
awareness of elements of the
students’ own culture.
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
procedures and basic computer
terminology.
MLI.CCC1A Demonstrate
knowledge of geographical
locations and identify major
countries, cities, and geographical
features of the places where the
target language is spoken.
MLI.CCC1C Identify examples of
vocabulary, phrase, proverbs, and
symbols from the target language
that are used in other subjects.
MLI.CCC3 Recognize
similarities/ differences between
target language and English.
MLI.CCC3B Recognize basic
sound distinctions and intonation
patterns and their effects on
communicating meaning.
MLI.IP1F Comprehend basic
directions.
MLI.CCC5 Identify examples of
target language and culture in
media forms.
ML1.CCC.5B Identify resources,
such as individuals and
organizations accessible through
the community or the Internet, that
provide basic cultural information
about the culture studied.
MLI.IP2A Initiate and participate
in, and close a brief oral or written
exchange.
MLI.P2A Demonstrate NoviceMid proficiency in pronunciation
and intonation when presenting
rehearsed material.
MLI.P2B Demonstrate
comprehension of rehearsed
material.
similarities and differences in
sound systems, writing systems,
cognates, gender, and level
appropriate idioms.
ML1.CCC5A Identify examples
of the target language and the
culture studied that are evident in
and through media, entertainment,
and technology.
MLI.INT1D Demonstrate NoviceMid proficiency in listening sand
reading comprehension.
MLI.IP2B Use formal and
information forms of address
REV. 6/10
the United States.
MLI.INT2A Differentiate among
statements, questions, and
exclamations.
MLI.CU1A Demonstrate
knowledge of contributions of
target culture(s) to civilization.
MLI.CCC4A Give information
regarding major current events of
the target culture
MLI.CCC4B Understand the
impact of current events of the
target culture
Instructors should use this as a pacing guide.
Based on use of Prentice Hall Realidades 1 Textbook
Standards are not repeated in subsequent chapters. This pacing guide only lists the first instance of a standard.
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 1
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 2
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 3
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 4
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 5
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 6
Nombre:
Clase:
RUBRIC
How much
information you
communicate
Score 1
Puntos:
Score 3
Score 5
You mention one detailed
example in each category
You mention three activities
and all three categories
You mention five activities
and all three categories
How easily you are
understood
You are difficult to understand
and have many patterns of
grammatical errors
You are fairly easy to
understand with occasional
patterns of grammatical
errors
You are easy to understand
and have very few patterns of
grammatical errors
How clearly and neatly
your visuals match
what you are saying
You include three visuals that
clearly connect to activities
You include three visuals that
clearly connect to activities
You include five visuals that
clearly connect to activities
Objective:
Materials:
Activity:
Students will present information that describes their preferences using verbs from chapter 1A.
Textbook; internet; Powerpoint; cameras; video recorder
Students will begin by completing a three column chart labeled Me Gusta…, Me Gusta Mucho…, No Me Gusta Nada…
Under these columns students will write verbs that identify activities they like, they like a lot, and don’t like at all.
Students then need to create a presentation using visual representation of the activities acquired from magazines, photographs or the web and
present the information to the class.
Standards:
MLI.IP1B – Express likes, dislikes, emotions, agreement and disagreement
MLI.P1B – Students give basic information about self and others including school, family, activities, etc.
MLI.P2A – Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.
MLI.P2B – Demonstrate comprehension of rehearsed material
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 1
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HANDOUT 7
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