PACING GUIDE for WORLD LANGUAGE
Grade: 10-12
Time Frame
5 Days
Big Ideas: Spanish I
21 Days
Prepared by: Union County Schools
21 Days
21 Days
Unit Topic
(Specify skills/information
that will be learned.)
How to survive in Language
Class
My Friends and I
My School Life
My Free Time
Enduring Understandings
(Give and/or demonstrate
necessary information)
The Student will
understand that:
From the first day of class,
the target language is used
to communicate.
Words and letters in the
target language combine to
make different sounds that
we may not have in English.
Some words look and sound
the same, while others look
the same, but have different
meanings.
Descriptions in the target
language follow different
patterns than in English.
that effective
communication requires
cooperation, honest
listening, clear
instructions, respect for on
another, clarifying
The Student will
understand that:
Friendships result from
both personal similarities
and differences.
Student interests vary by
culture.
Descriptions in the target
language follow different
patterns than in English
The Student will
understand that:
School schedules vary by
country.
Extracurricular activities
associated with schools
vary from culture to
culture.
Not all students have
choices in the courses they
can take.
After school jobs may not
be an option for all
students.
The Student will
understand that:
Students spend their free
time in different ways.
Extracurricular activities
are often times not part of
school life outside of the
U.S.
Some free time activities are
culturally defined.
1
Grade: 10-12
Time Frame
5 Days
PACING GUIDE for WORLD LANGUAGE
Big Ideas: Spanish I
Prepared by: Union County Schools
21 Days
21 Days
21 Days
Enduring
Understandings
con’t
questions, proper
feedback, and openness
to divergent opinions.
Essential
Questions
(Steps to check
for student
understanding)
What cues do I listen to
and look for before I
respond?
How do I figure out
meaning when words are
no understood?
What procedures do I
need to learn to function
effectively and participate
fully in class?
How is the target
language like and unlike
English?
What are the benefits of
learning a modern
language?
What factors influence
your choice of friends?
How are personal
interests influenced by
the target culture?
What is the role of school
in a given culture?
What factors influence
course choices and
school related activities?
How is leisure time
defined in the target
culture?
How do family and
friends influence leisure
activities?
What is the role of family
in student
extracurricular activities?
Standards
B 1.1-1
indicate that
they do not understand
or cannot express a
message adequately.
B1.1-2 understand and
express basic courtesies
and related gestures.
B 1.1-4
exchange
personal information
(names, interests)
B1.1-7 ask and answer
simple questions
B1.2-2 identify aural,
visual, and context clues
B 1.1-1
indicate that
they do not understand
or cannot express a
message adequately.
B1.1-6 use the target
language to express
personal likes, dislikes
B 1.1-2
understand
and express basic
courtesies and related
gestures
B1.1-4 use the target
language to express
personal information
with others.
2
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12
Time Frame
Standards
5 Days
Big Ideas: Spanish I
21 Days
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
in authentic spoken and
written materials.
B 1.2-4
understand
information on familiar
topics in sentence-level
oral and written
presentations.
B 1.3-2
use visuals as
support in
communicating a
message
B 1.3-5
list and
compare information
from simple sources
B 2.1-1
imitate
language and behaviors
that are appropriate to
the target culture(s)
during
communication
B 4.1-2
identify word
borrowings and cognates
from other languages
B 4.1-4
identify the
mechanics of the target
language and use them
within limited contexts in
written work
3
Prepared by: Union County Schools
21 Days
21 Days
agreement, and
disagreement regarding
familiar topics.
B 1.1-7
ask and
answer simple questions
B 1.2-2
identify aural,
visual, and context clues
in authentic spoken and
written materials.
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.
B 1.3-5
use the target
language to list and
compare information
from simple sources.
B 1.1-6
use the target
language to express
personal likes, dislikes,
agreement, and
disagreement
regarding familiar topics.
B 1.1-7
ask and
answer simple questions
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 1.3-5
use the target
language to list and
compare information
from simple sources.
B 1.3-6
communicate
information in the target
language in sentencelevel oral and written
presentations on familiar
topics.
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12
Time Frame
5 Days
Big Ideas: Spanish I
21 Days
Standards con’t 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 4.2-3
identify
practices from the target
culture(s) and the
student’s native culture.
4
Prepared by: Union County Schools
21 Days
21 Days
B 1.3-6
communicate
information in the target
language in sentencelevel oral and written
presentations on familiar
topics.
B 2.1-2
identify
(recognize) cultural
characteristics and
behaviors of everyday
life.
B 2.1-3
use the target
language to identify the
cultural practices that
are particular to the
target
culture.
B 2.2-4
use the target
language to identify
social, economic, and
political perspectives
within the
target culture.
B 3.2-1
use the
target language to
identify viewpoints within
the target culture that
are expressed
in sources intended for
native speakers.
B 2.1-2
identify
(recognize) cultural
characteristics and
behaviors of everyday
life.
B 2.1-3
use the target
language to identify the
cultural practices that
are particular to the
target
culture.
B 2.2-4
use the target
language to identify
social, economic, and
political perspectives
within the
target culture.
B 3.2-1
use the target
language to identify
viewpoints within the
target culture that are
expressed
in
sources intended for
native speakers.
B 4.1-2
identify word
borrowings and cognates
from other languages.
B 4.1-3
recognize
high-frequency targetlanguage idioms within
limited contexts.
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12
Time Frame
5 Days
Big Ideas: Spanish I
21 Days
Standards con’t
Prepared by: Union County Schools
21 Days
21 Days
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 4.1-3
recognize
high-frequency targetlanguage idioms within
limited contexts.
B 4.2-1
use the target
language to identify the
products of the target
culture and those of his
or her native culture
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 5.1-1
use the target
language to respond to
target-language speakers
encountered outside of
the classroom setting.
5
PACING GUIDE for WORLD LANGUAGE
Grade: 10-12
Time Frame
5 Days
Big Ideas: Spanish I
21 Days
Prepared by: Union County Schools
21 Days
21 Days
B 5.1-2
share
examples of the
target language and
culture with people
encountered outside
of
the
classroom setting.
Integrations
(with other
discipline
areas)
Math: Numbers, time,
basic addition and
subtraction
ELA: writing
comparisons
Technology: Internet
and computer
research
Geography: Map
study where target
language is spoken
Math: age
ELA: write a
paragraph/ write a
letter
Technology:
computer activities
Arts: graphic
organizers, pictures,
photos, and posters
Social Studies:
sociology, family,
and friends
Variety in learning
skills to meet
different learning
styles.
Variety of
instructional skills to
meet different
learning styles
District
Assessments
(culminating
assessments)
Unit test with
listening and writing
Role playing activity
Lesson test
Descriptive
paragraph
Internet
correspondence
Test
Internet generated
school schedule in
target language
Lesson test
Write plans (schedule
of afternoon activities
Role playing with
café scene
6
Grade: 10-12
Time Frame
PACING GUIDE for WORLD LANGUAGE
Big Ideas: Spanish I
Prepared by: Union County Schools
21 Days
Unit Topic
(Specify
skills/informatio
n that will be
learned.)
My Community
Enduring
Understandings
(Give and/or
demonstrate
necessary
information)
The Student will
understand that:
there are alternatives to
traveling by car.
tourist destinations are
culturally defined.
Countries use different
systems of
measurement
Essential
Questions
(Steps to check
for student
understanding)
What factors influence
how we travel within
cities and
communities?
What is the role of the
automobile in a
culture?
What defines a location
as a tourist
destination?
What factors influences
where we go within
cities and
communities?
7
Grade: 10-12
Time Frame
Standards
PACING GUIDE for WORLD LANGUAGE
Big Ideas: Spanish I
Prepared by: Union County Schools
21 Days
B 1.1-3
give and follow
simple directions (directions
in town)
B 1.1-5
understand and
express basic needs,
including food, drink,
shelter, travel assistance
(getting around town)
B 1.1-6
use the target
language to express
personal likes, dislikes,
agreement, and
disagreement regarding
familiar topics.
B 1.1-7
ask and answer
simple questions
B 1.2-1
respond
appropriately to simple
directions and commands
(directions in a city or map)
B 1.2-2
identify aural,
visual, and context clues in
authentic spoken and
written materials.
B 1.2-3
identify the main
idea in authentic targetlanguage materials, in both
oral and written forms.
8
Grade: 10-12
Time Frame
PACING GUIDE for WORLD LANGUAGE
Big Ideas: Spanish I
Prepared by: Union County Schools
21 Days
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.
B 1.3-3 express likes or
dislikes about familiar
topics (activities in a
town)
B 1.3-6 communicate
information in the target
language in sentencelevel oral and written
presentations on familiar
topics.
B 2.1-2 identify
(recognize) cultural
characteristics and
behaviors of everyday
life.
B 2.1-3 use the target
language to identify the
cultural practices that are
particular to the target
culture.
9
Grade: 10-12
Time Frame
PACING GUIDE for WORLD LANGUAGE
Big Ideas: Spanish I
Prepared by: Union County Schools
21 Days
B 3.1-1
locate modern
language resources and
identify information to
enhance knowledge of
other subject areas
(metric system)
B 3.2-1 use the target
language to identify
viewpoints within the
target culture that are
expressed in sources
intended for native
speakers.
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 4.1-3 recognize highfrequency targetlanguage idioms within
limited contexts.
B 4.1-4 identify the
mechanics of the target
language and use them
within limited contexts in
written work
10
Grade: 10-12
Time Frame
PACING GUIDE for WORLD LANGUAGE
Big Ideas: Spanish I
Prepared by: Union County Schools
21 Days
B 4.2-1 use the target
language to identify the
products of the target
culture and those of his
or her native culture
B 4.2-2 identify similar
and different behavioral
patterns between the
target culture and the
students native culture
B 4.2-3 identify
practices from the target
culture(s) and the
students native cultures
(activities, daily
schedule)
Integrations
(with other
discipline areas)
Math:
Measurement(money)
ELA: written paragraph
Technology: Internet
(computer research)
Arts: posters, brochures,
organizers
Social Studies:
geography and map skills
District
Assessments
(culminating
assessments)
Lesson test
11
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Unit Topic
Grade Level: 10-12
Big Idea: How to Survive
Length of Unit
6 days
How to survive in
Language Class
Enduring
Understanding
Focus/Essential
Questions
Instructional
Objectives
Standards/
Indicators
Students will understand that:
 From the first day of class, the target language is used to communicate.
 Words and letters in the target language combine to make different sounds that we may not have in
English. Some words look and sound the same, while others look the same, but have different meanings.
 Descriptions in the target language follow different patterns than in English.
 that effective communication requires cooperation, honest listening, clear instructions, respect for on
another, clarifying questions, proper feedback, and openness to divergent
 What cues do I listen to and look for before I respond?
 How do I figure out meaning when words are no understood?
 What procedures do I need to learn to function effectively and participate fully in class?
 How is the target language like and unlike English?
 What are the benefits of learning a modern language?
The Student will be able to:
 Ask and answer simple questions and ask for clarification when needed.
 Contrast of sounds and punctuations
 Say the alphabet, numbers 1-10, days of the week, greeting, farewells, names, colors and time.
 Demonstrate knowledge of global awareness where target language is spoken.
 Introduce themselves to classmate and introduce a classmate to others
 Respond to an initiate greeting and farewells
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.
12
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Key Vocabulary
Pre-Assessment
Evidence\Prior
Knowledge
Needed





Who has previously studied a language
Count who knows words
Reading
Basic Math (numbers and time)
Geography (location of countries that speak the target language)
Building
Background
Knowledge



Reading
Basic Math (numbers and time)
Geography (location of countries that speak the target language)
Culminating/
Summative
Assessment
Evidence


Unit test with listening and writing
Role playing activity
Formative
Assessment
Evidence




TPR for classroom situations
Introductions
Written and listening practice on alphabet and numbers
Game- “Language ladder”
Integrations/
Connections
Math: Numbers, time, basic addition and subtraction
ELA: writing comparisons
Technology: Internet and computer research
Geography: Map study where target language is spoken
13
Big Idea: How to Survive
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Instructional
Activities Bank
Grade Level: 10-12
Big Idea: How to Survive

Total Physical Response (TPR)
 Language ladder for survival phrases
 Language ladder for reactions
 Gouin series for classroom rules and procedures
 Cooperative Learning
 Questioning Strategies such as yes/no, either/or, multiple choice
 Paired Practice, partner work, small group work
 Modeling of language and cultural practices
 Role playing
 Direct instruction
Strategy for clear separation of the target language from English such as a sign or flag
Differentiation
Rubric
*Teachers create rubrics and grading scales to meet the individual needs of each level course.
Resources and
Materials








Classroom Expressions
Pictures, illustrations, flashcards
Video clips
Recordings of native speakers
Templates for graphic organizers including timelines, Venn diagrams, t-charts
Picture books with school themes
Student personality inventory and learning style inventory
Parent inventory
Classroom Resources for All Units
 Textbook
 Ancillary materials
 Communicative pairs activities
 Listening and writing activities
 Video Clips
 Language ladders
14
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Friends and I
Unit Topic
My Friends and I
Length of Unit
21 days
Enduring
Understanding
Students will understand that:
 Friendships result from both personal similarities and differences.
 Student interests vary by culture.
 Descriptions in the target language follow different patterns than in English
Focus/Essential
Questions


Instructional
Objectives
The Student will be able to:
 Describe themselves and others
 Ask for information about others
 Compare physical and personality traits of themselves and others.
 Express likes and dislikes about activities
B 1.1-4
exchange personal information (names, interests)
B 1.1-7
ask and answer simple questions
B 1.2-2
identify aural, visual, and context clues in authentic spoken and written materials.
the student’s native culture.
B 1.2-4
understand information on familiar topics in sentence-level oral and written presentations.
B 1.3-2
use visuals as support in communicating a message
B 1.3-5
list and compare information from simple sources
B 2.1-1
imitate language and behaviors that are appropriate to the target culture(s) during
communication
B 4.1-2
identify word borrowings and cognates from other languages
B 4.1-4
identify the mechanics of the target language and use them within limited contexts in
written work
B 4.2-3
identify practices from the target culture(s) and the student’s native culture.
Standards/
Indicators
What factors influence your choice of friends?
How are personal interests influenced by the target culture?
15
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Key Vocabulary
Pre-Assessment
Evidence\Prior
Knowledge
Needed






Brainstorming
KWL Chart
Identify factors of culture
Discussion of students’ culture
Sound system
Evaluation of our own culture
Building
Background
Knowledge



Reading
Basic Math (numbers and time)
Geography (location of countries that speak the target language)
Culminating/
Summative
Assessment
Evidence



Lesson Test
Descriptive paragraph
Internet correspondence
Formative
Assessment
Evidence






Describe people in a photo
Describe an ideal best friend
Listen to descriptions and match with pictures
Match pictures with written descriptions
Label characteristics of given individuals
Survey classmates on likes and dislikes
Integrations/
Connections
Math: Numbers, time, basic addition and subtraction
ELA: writing comparisons
Technology: Internet and computer research
Geography: Map study where target language is spoken
16
Big Idea: My Friends and I
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Instructional
Activities Bank
Differentiation
Rubric
Resources and
Materials
Grade Level: 10-12
Big Idea: My Friends and I
 Total Physical Response
 Language ladder for expressing degrees of interest
 Communication gap activities
 Paired activities
 Cooperative learning
 Questioning Strategies (yes/no, either/or, multiple choice, one word/short answer)
Math: age
ELA: write a paragraph/ write a letter
Technology: computer activities
Arts: graphic organizers, pictures, photos, and posters
Social Studies: sociology, family, and friends
*Teachers create rubrics and grading scales to meet the individual needs of each level course.







Photos of people from both the student’s culture and target culture
Appropriate audio and/or video clips of people talking and friends
Pictures, illustrations, and flashcards of personal interests
Templates for graphic organizers including Venn diagrams, t-charts
Target language Web sites such as pen pals and e-pals
Contact person for organizations such as Lions Club and Rotary International for exchange program
information
Relevant ancillary materials
Classroom Resources for All Units

Textbook
 Ancillary materials
 Communicative pairs activities
 Listening and writing activities
 Video Clips
 Language ladders
17
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My School Life
Unit Topic
My School Life
Length of Unit
21 days
Enduring
Understanding
Students will understand that:

School schedules vary by country.

Extracurricular activities associated with schools vary from culture to culture.

Not all students have choices in the courses they can take.

After school jobs may not be an option for all students.

What is the role of school in a given culture?

What factors influence course choices and school related activities?
Focus/Essential
Questions
Instructional
Objectives
The Student will be able to:

Describe their school schedules and classes.

Ask questions about school-related topics.

Compare their own school and schools in target countries.

Discuss after-school activities.

Express likes and dislikes about activities.

Express Time
Standards/
Indicators
B 1.1-1
B 1.1-6
B 1.1-7
B 1.2-2
B 1.2-3
B 1.2-4
B 1.3-2
B 1.3-5
B 1.3-6
Standards/
Indicators con’t
B 2.1-2
B 2.1-3
B 2.2-4
B 3.2-1
B
B
B
B
4.1-1
4.1-2
4.1-3
4.2-1
B 4.2-2
B 4.2-3
B 5.1-1
B 5.1-2
indicate that they do not understand or cannot express a message adequately.
use the target language to express personal likes, dislikes, agreement, and disagreement
regarding familiar topics.
ask and answer simple questions
identify aural, visual, and context clues in authentic spoken and written materials.
identify the main idea in authentic target-language materials, in both oral and written
forms.
Understand information on familiar topics that is conveyed in the target language in
sentence-level oral and written presentations.
use visuals as support in communicating a message.
use the target language to list and compare information from simple sources.
communicate information in the target language in sentence-level oral and written
presentations on familiar topics.
identify (recognize) cultural characteristics and behaviors of everyday life.
use the target language to identify the cultural practices that are particular to the target
culture.
use the target language to identify social, economic, and political perspectives within the
target culture.
use the target language to identify viewpoints within the target culture that are expressed
in sources intended for native speakers.
recognize and imitate the sound patterns of the target language
identify word borrowings and cognates from other languages.
recognize high-frequency target-language idioms within limited contexts.
use the target language to identify the products of the target culture and those of his or
her native culture
identify similar and different behavioral patterns between the target culture and their native
culture
identify practices from the target culture and the student’s native culture.
use the target language to respond to target-language speakers encountered outside of
the classroom setting.
share examples of the target language and culture with people encountered outside of the classroom setting.
18
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Key Vocabulary
Pre-Assessment
Evidence\Prior
Knowledge
Needed
Building
Background
Knowledge
Culminating/
Summative
Assessment
Evidence
Formative
Assessment
Evidence
Grade Level: 10-12
Big Idea: My School Life

KWL Chart

Basic school knowledge/school life in U.S.


Test
Internet Generated School Schedule in target language








Venn Diagram
Perform information gap activities with school schedules
Use Internet to identify subjects in target country schools at various levels
Perform listening activities with students talking about their schedules in the target country
Jot down day and time from recorded phone messages regarding after school activities
Talk with a partner to plan after-school activities
Share information about school in pairs
Describe an ideal class, teacher, or schedule
Integrations/
Connections
Variety in learning skills to meet different learning styles.
Instructional
Activities Bank

Language ladder to introduce excuses for not having homework

Brainstorming

Gouin series about a typical school day

Cooperative learning/review of material

Direct Instruction

TPR
Communication gap activities

Paired activities

TPR Storytelling (a day in the life of student “X”)

Questioning strategies (yes/no, either/or, multiple choice, one word/short answer)

Cultural comparisons

Graphic organizers to compare schools, schedules and activities
Math: age
ELA: write a paragraph/ write a letter
Technology: computer activities
Arts: graphic organizers, pictures, photos, and posters
Social Studies: sociology, family, and friends
Differentiation
19
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My School Life
Rubric
*Teachers create rubrics and grading scales to meet the individual needs of each level course.
Resources and
Materials
 Photos of schools and school life in the US and target country
 Appropriate audio and or video clips of students in target country schools
 Pictures, illustrations, and flashcards of school subjects and after-school activities
 Templates for graphic organizers including Venn diagrams, t-charts
 Authentic resources featuring schools in a target language country including report cards, schedules,
building layout, extracurricular activities, school lunch and transportation to and from school
Classroom Resources for All Units
 Textbook
 Ancillary materials
 Communicative pairs activities
 Listening and writing activities
 Video Clips
 Language ladders
20
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Free Time
Unit Topic
My Free Time
Length of Unit
21 Days
Enduring
Understanding
Student will understand that
 Students spend their free time in different ways.
 Extracurricular activities are often times not part of school life outside of the U.S.
 Some free time activities are culturally defined.
Focus/Essential
Questions
 How is leisure time defined in the target culture?
 How do family and friends influence leisure activities?
 What is the role of family in student extracurricular activities?
The student will be able to:
 Make plans for the free time in the target language.
 Read schedules to help them make plans.
 Compare leisure activities in the target culture and in their community.
 Discuss preferences for food, leisure activities, etc. with classmates.
 Extend an invitation to a peer to participate in a leisure activity.
B 1.1-2
understand and express basic courtesies and related gestures
B 1.1-4
use the target language to express personal information with others.
B 1.1-6
use the target language to express personal likes, dislikes, agreement, and disagreement
regarding familiar topics.
B 1.1-7
ask and answer simple questions
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 1.3-5
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 2.1-2
identify (recognize) cultural characteristics and behaviors of everyday life.
B 2.1-3
use the target language to identify the cultural practices that are particular to the target
culture.
B 2.2-4
use the target language to identify social, economic, and political perspectives within the
target culture.
B 3.2-1
use the target language to identify viewpoints within the target culture that are expressed
in sources intended for native speakers.
B 4.1-2
identify word borrowings and cognates from other languages.
B 4.1-3
recognize high-frequency target-language idioms within limited contexts.
Instructional
Objectives
Standards/
Indicators
Standards/
Indicators con’t
21
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Free Time
Key Vocabulary
Pre-Assessment
Evidence
KWL Chart
Building
Background
Knowledge
 Analysis of learner’s free time
 Analysis of extracurricular activities
Culminating/
Summative
Assessment
Evidence
 Lesson Test
 Write plans (schedule of afternoon activities)
 Role play with café scene
Formative
Assessment
Evidence









List personal leisure activities
Compare personal choices of leisure activities with a partner
Sequence leisure activities throughout the day or week
Express time and date
Describe an ideal weekend
Survey classmates about preferences for snack food, leisure, activities, etc.
Compare leisure activities in US with activities in the target culture
Question and answer on various schedules
Create a mini-poster presentation about how US and target culture students spend their free time
22
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Free Time
Integrations/
Connections
Variety of instructional skills to meet different learning styles
Instructional
Activities Bank
Language ladder for responding to invitations
Language ladder for polite requests
Communication gap activities
Paired activities
Cooperative learning
Questioning strategies (yes/no, either/or, multiple choice, one word/short answer
Direct instruction of vocabulary
TPR for vocabulary introduction
Differentiation
Variety of instructional skills to meet different learning styles
Rubric
*Teachers create rubrics and grading scales to meet the individual needs of each level course.
Resources and
Materials






Photos of leisure time and extracurricular activities in the US and target country
Authentic schedules, tickets, menus
Samples of the target country currency
Target language Web sites on leisure activities
Appropriate audio and/or video clips of students in target country involved in leisure time activities
Templates for graphic organizers including Venn diagrams, t-charts, etc.
Classroom Resources for All Units

Textbook

Ancillary materials

Communicative pairs activities

Listening and writing activities

Video Clips

Language ladders
23
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Community
Unit Topic
My Community
Length of Unit
21 Days
Enduring
Understanding
Students will understand that
 there are alternatives to traveling by car.
 tourist destinations are culturally defined.
 Countries use different systems of measurement
Focus/Essential
Questions
Instructional
Objectives
 What factors influence how we travel within cities and communities?
 What is the role of the automobile in a culture?
 What defines a location as a tourist destination?
 What factors influences where we go within cities and communities?
The student will be able to:
 Compare city features in the target country and their community.
 Discuss travel options within and between cities.
 Describe features of a city that interest them.
 Give and follow directions to get from one location to another in a city.
 Read maps to help negotiate travel and getting from one place to another.
Standards/
Indicators
B 1.1-3
B 1.1-5
B 1.1-6
B
B
B
B
1.1-7
1.2-1
1.2-2
1.2-3
B 1.2-4
B 1.3-2
B 1.3-3
B 1.3-6
Standards/
Indicators con’t
B 2.1-2
B 2.1-3
B 3.1-1
B 3.2-1
B
B
B
B
4.1-1
4.1-2
4.1-3
4.1-4
B 4.2-1
B 4.2-2
B 4.2-3
give and follow simple directions (directions in town)
understand and express basic needs, including food, drink, shelter, travel assistance
(getting around town)
use the target language to express personal likes, dislikes, agreement, and disagreement
regarding familiar topics.
ask and answer simple questions
respond appropriately to simple directions and commands (directions in a city or map)
identify aural, visual, and context clues in authentic spoken and written materials.
identify the main idea in authentic target-language materials, in both oral and written
forms.
Understand information on familiar topics that is conveyed in the target language in
sentence-level oral and written presentations.
use visuals as support in communicating a message.
express likes or dislikes about familiar topics (activities in a town)
communicate information in the target language in sentence-level oral and written
presentations on familiar topics.
identify (recognize) cultural characteristics and behaviors of everyday life.
use the target language to identify the cultural practices that are particular to the target
culture.
locate modern language resources and identify information to enhance knowledge of
other subject areas (metric system)
use the target language to identify viewpoints within the target culture that are expressed
in sources intended for native speakers.
recognize and imitate the sound patterns of the target language
identify word borrowings and cognates from other languages.
recognize high-frequency target-language idioms within limited contexts.
identify the mechanics of the target language and use them within limited contexts in
written work
use the target language to identify the products of the target culture and those of his or
her native culture
identify similar and different behavioral patterns between the target culture and the
students native culture
identify practices from the target culture(s) and the students native cultures (activities, daily
schedule)
24
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Community
Key Vocabulary
Pre-Assessment
Evidence
 KWL Chart
 What do we have in our town?
 Knowledge of one’s measuring and monetary system
Building
Background
Knowledge
 Directions, measurements, money
 Knowledge of one’s community
25
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Grade Level: 10-12
Big Idea: My Community
Culminating/
Summative
Assessment
Evidence
Lesson test
Formative
Assessment
Evidence
 Compare distances among attractions
 Design a travel brochure
 Demonstrate ability to follow directions
 Estimate time to travel distances between locales
 Discuss preferences for tourist activities with a classmate
Math: measurement (money)
ELA: written paragraph
Technology: Internet (computer research)
Arts: posters, brochures, organizers
Social Studies: geography and map skills
 Language ladder for ways to make requests (directions, a favor, information)
 Communication gap activities
 Paired activities
 Cooperative learning
 Questioning strategies (yes/no, either/or, multiple choice, one word/short answer)
 Direct instruction of vocabulary
 TPR
 Cultural comparisons about transportation and tourist destinations
Integrations/
Connections
Instructional
Activities Bank
Differentiation
Rubric
Math: measurement (money)
ELA: written paragraph
Technology: Internet (computer research)
Arts: posters, brochures, organizers
Social Studies: geography and map skills
*Teachers create rubrics and grading scales to meet the individual needs of each level course.
26
PACING GUIDE for WORLD LANGUAGE
Subject: Spanish I
Resources and
Materials
Grade Level: 10-12
Big Idea: My Community
Photos of tourist destinations and activities in the US and target country
Appropriate audio and/or video clips of students in target country involved in tourist activities
Target language Web sites of tourist destinations
Pictures of modes of transportation in the US and the target culture
Directional maps
Authentic schedules, tickets
Templates for graphic organizer including Venn Diagrams, t-charts
Classroom Resources for All Units
Textbook
Ancillary materials
Communicative pairs activities
Listening and writing activities
Video Clips
Language ladders
27