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)