Spanish 3 - Pacing Guide - Gaston County Schools
Spanish 3 - Pacing Guide - Gaston County Schools
Spanish 3 - Pacing Guide - Gaston County Schools
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MARKING PERIOD #1 – Environment<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>Spanish</strong> 3 <strong>Pacing</strong> <strong>Guide</strong><br />
ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES<br />
NH CLL 1.1, 1.2, 1.3, 1.4, 2.1, 2.4, 3.1, 3.2, 3.3, 4.2<br />
NH COD 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.2<br />
NH CMT 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3<br />
1. Presentational – Identify & describe emergency situations in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Natural Disasters<br />
Crisis Situations<br />
Rescues & Heroic Acts<br />
Accidents & Injuries<br />
Parts of the Body<br />
2. Interpersonal – Converse with classmates about the following topics and incorporate.<br />
- SUGGESTED TOPICS<br />
Natural Disasters<br />
Crisis Situations<br />
Rescues & Heroic Acts<br />
Accidents & Injuries<br />
Parts of the Body<br />
3. Interpretive – Reading & Listening<br />
- SUGGESTED RESOURCES<br />
Lecturas<br />
Videohistoria<br />
Videomisterio – Busca la verdad<br />
Videonovela – Pura Vida<br />
Reading & Writing for Success<br />
Other Teacher Created Ancillaries<br />
4. Cultural Awareness<br />
- SUGGESTED RESOURCES<br />
Videonovela – Pura Vida<br />
Fondos culturales<br />
Conexiones<br />
La cultura en vivo<br />
Mi vida loca (BBC web series)<br />
Other Teacher Created Ancillaries
Objectives<br />
(In the target language the students will be able to…)<br />
Construct sentences & phrases using proper word order<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>Spanish</strong> 3 <strong>Pacing</strong> <strong>Guide</strong><br />
Implement present tense forms of verbs (-go verbs, stem-changing verbs, irregular<br />
verbs) to describe activities<br />
Discuss opinions about activities using gustar & similar verbs<br />
Topic / Skills Chapter<br />
Review: Adjective<br />
Agreement<br />
Review: Present Tense<br />
(all)<br />
Review: Verbs Like<br />
Gustar<br />
Employ correct forms of reflexive verbs according to the subject to describe routines Review: Reflexives<br />
Implement preterite tense forms of verbs to describe past activities<br />
Describe emergencies, crisis & heroic acts<br />
Discuss weather conditions that could result in natural disasters<br />
Explore cultural perspectives on natural disasters & legends<br />
Compare & contrast natural disasters that have occurred<br />
Implement irregular preterite tense forms of verbs to describe past situations<br />
Review: Preterite<br />
(regular)<br />
Natural Disasters<br />
Comparisons<br />
(tanto + noun + como)<br />
Irregular Preterite<br />
(i y verbs, stemchanging<br />
verbs)<br />
Identify, describe & classify the parts of the body Parts of the Body<br />
Interpret & narrate a variety of accident scenarios at school, home & the community<br />
Role-play & dramatize an accident<br />
Determine possible treatments for accidents/injuries<br />
Role-play & dramatize the medical treatments<br />
Implement irregular preterite tense forms of verbs to discuss & narrate an accident<br />
in the past<br />
Utilize the imperfect progressive tense to describe what was happening when an<br />
accident occurred (imperfect of all verbs will be presented in chapter 4)<br />
Accidents<br />
Medical Treatments<br />
Irregular Preterites<br />
Imperfect Progressive<br />
Realidades III<br />
Para Empezar<br />
Realidades III<br />
Para Empezar<br />
Realidades III<br />
Para Empezar<br />
Realidades III<br />
Para Empezar<br />
Realidades III<br />
Para Empezar<br />
Realidades II<br />
Capítulo 5A<br />
Realidades II<br />
Capítulo 1B<br />
Realidades II<br />
Capítulo 5A<br />
Realidades II<br />
Capítulo 5B<br />
Realidades II<br />
Capítulo 5B<br />
Realidades II<br />
Capítulo 5B<br />
Realidades II<br />
Capítulo 5B<br />
Realidades II<br />
Capítulo 5B
MARKING PERIOD #2 – Family and Leisure<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>Spanish</strong> 3 <strong>Pacing</strong> <strong>Guide</strong><br />
ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES<br />
NH CLL 1.1, 1.2, 1.3, 1.4, 2.1, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3<br />
NH COD 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2<br />
NH CMT 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3<br />
1. Presentational – Identify & describe outdoor adventures in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Camping<br />
Features of the Natural Environment<br />
National Parks<br />
2. Presentational – Identify & describe childhood experiences in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Toys & Games<br />
Memories & Milestones<br />
Favorite Childhood Activities<br />
Description of Oneself as a Child<br />
3. Presentational – Identify & describe family celebrations in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Holidays, Celebrations & Traditions<br />
Family & Relatives<br />
Manners<br />
Interactions<br />
4. Interpersonal – Converse with classmates about the following topics and incorporate.<br />
- SUGGESTED TOPICS<br />
Camping<br />
Features of the Natural Environment<br />
National Parks<br />
Toys & Games<br />
Memories & Milestones<br />
Favorite Childhood Activities<br />
5. Interpretive – Reading & Listening<br />
- SUGGESTED RESOURCES<br />
Lecturas<br />
Videohistoria<br />
Videomisterio – Busca la verdad<br />
Videodocumentario (level 3)<br />
6. Cultural Awareness<br />
- SUGGESTED TOPICS<br />
Videonovela – Pura Vida<br />
Fondos culturales<br />
Conexiones<br />
Description of Oneself as a Child<br />
Holidays, Celebrations & Traditions<br />
Family & Relatives<br />
Manners<br />
Interactions<br />
Videonovela – Pura Vida<br />
Reading & Writing for Success<br />
Other Teacher Created Ancillaries<br />
La cultura en vivo<br />
Other Teacher Created Ancillaries
Identify items needed for a camping trip<br />
Describe events that took place while camping<br />
Describe things found in the outdoors<br />
Identify features of nature<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>Spanish</strong> 3 <strong>Pacing</strong> <strong>Guide</strong><br />
Objectives<br />
(In the target language the students will be able to…)<br />
Describe a visit to a national park<br />
Interpret information about outdoor activities & national parks<br />
Implement irregular preterite tense forms of verbs to describe past activities<br />
Interpret & make predictions about a Mexican legend<br />
Compare & contrast with familiar legends & literature<br />
Identify & describe a variety of childhood toys & games<br />
Describe, compare & discuss childhood toys<br />
Interview other students about their childhood toys & games<br />
Identify & describe a variety of childhood activities<br />
Talk about what you used to do as a child<br />
Interview other students about favorite childhood activities<br />
Describe what you were like as a child<br />
Describe family, friends & pets from your childhood<br />
Compare & contrast the role of animals/pets in different Hispanic cultures<br />
Form & employ the imperfect tense to talk about what you used to do as a child & to describe people<br />
in the past<br />
Discuss to or for whom something is done<br />
Listen to, read & sing Hispanic childhood rhymes & songs<br />
Read & discuss a Hispanic fable<br />
Compare & contrast rhymes & songs of <strong>Spanish</strong>-speaking countries to those in the U.S.<br />
Identify significant Hispanic holidays & related customs<br />
Compare & contrast customs & holidays of the U.S. with those of <strong>Spanish</strong>-speaking countries<br />
Topic / Skills Chapter<br />
Camping / Outdoor<br />
Activities<br />
Features of the<br />
Natural Environment<br />
National Parks<br />
Review: Preterite<br />
(irregular)<br />
Legend: El Iztaccíhuatl<br />
y el Popocatépetl<br />
Childhood Toys &<br />
Games<br />
Childhood Activities<br />
Description of<br />
Family/Friends/Pets<br />
Imperfect Tense<br />
Indirect Object<br />
Pronouns<br />
Childhood<br />
Songs/Stories/Fables<br />
Holidays, Celebrations<br />
& Traditions<br />
Describe characteristics of family & relatives Family & Relatives<br />
Distinguish between acceptable & unacceptable behaviors Manners<br />
Compare & contrast interactions of people during different celebrations & holidays<br />
Utilize reciprocal action verbs & their pronouns appropriately<br />
Differentiate between the uses of the preterite & imperfect tenses<br />
Employ the correct tense to narrate a past event<br />
Interactions /<br />
Reciprocal Actions<br />
Preterite vs. Imperfect<br />
Realidades III<br />
Capítulo 1A<br />
Realidades III<br />
Capítulo 1A<br />
Realidades III<br />
Capítulo 1A<br />
Realidades III<br />
Capítulo 1A<br />
Realidades III<br />
Capítulo 1A<br />
Realidades II<br />
Capítulo 4A<br />
Realidades II<br />
Capítulo 4A<br />
Realidades II<br />
Capítulo 4A<br />
Realidades II<br />
Capítulo 4A<br />
Realidades II<br />
Capítulo 4A<br />
Realidades II<br />
Capítulo 4A<br />
Realidades II<br />
Capítulo 4B<br />
Realidades II<br />
Capítulo 4B<br />
Realidades II<br />
Capítulo 4B<br />
Realidades II<br />
Capítulo 4B<br />
Realidades II<br />
Capítulo 4B
MARKING PERIOD #3 – Culture and Current Events<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>Spanish</strong> 3 <strong>Pacing</strong> <strong>Guide</strong><br />
ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES<br />
NH CLL 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3<br />
NH COD 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2<br />
NH CMT 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3<br />
1. Presentational – Identify & describe works of art in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Types of Art & Movements<br />
Artists<br />
Materials Needed for Art<br />
2. Presentational – Identify & describe healthy habits in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Illnesses, Symptoms & Remedies<br />
Health & Nutrition<br />
Eating Habits<br />
3. Presentational – Identify & describe physical & mental health in oral and written communication.<br />
- SUGGESTED TOPICS<br />
Exercising<br />
Advice & Recommendations<br />
Coping with Stress<br />
Interactions<br />
4. Interpersonal – Converse with classmates about the following topics and incorporate.<br />
- SUGGESTED TOPICS<br />
Types of Art & Movements<br />
Artists<br />
Materials Needed for Art<br />
Illnesses, Symptoms & Remedies<br />
Health & Nutrition<br />
5. Interpretive – Reading & Listening<br />
- SUGGESTED RESOURCES<br />
Lecturas<br />
Videodocumentario (level 3 textbook)<br />
Videonovela – Pura Vida<br />
6. Cultural Awareness<br />
- SUGGESTED RESOURCES<br />
Videonovela – Pura Vida<br />
Fondos culturales<br />
Conexiones<br />
La cultura en vivo<br />
Other Teacher Created Ancillaries<br />
Eating Habits<br />
Exercising<br />
Advice & Recommendations<br />
Coping with Stress<br />
Interactions<br />
Reading & Writing for Success<br />
Other Teacher Created Ancillaries
Identify a variety of art media<br />
Describe characteristics of artwork<br />
Defend personal preferences of art<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>Spanish</strong> 3 <strong>Pacing</strong> <strong>Guide</strong><br />
Objectives<br />
(In the target language the students will be able to…)<br />
Identify & discuss works of art by major Hispanic artists<br />
Critique various works of art<br />
Topic / Skills Chapter<br />
Types of Art &<br />
Movements<br />
Artists<br />
Identify & categorize tools used by artists Materials Needed<br />
Utilize estar and participles to describe conditions Estar + Participle<br />
Distinguish & utilize verbs with different meaning in the preterite & imperfect<br />
Identify & categorize food<br />
Describe & compare personal preferences<br />
Select appropriate direct object pronoun to replace noun<br />
Identify & describe illnesses, symptoms & treatments<br />
Compare & contrast menus, nutrition, and the preparation and quality of food<br />
Interview other & critique eating habits<br />
Evaluate physical & mental health of self & others<br />
Formulate & use regular & irregular affirmative tú commands<br />
Propose & justify advice & recommendations for healthy living<br />
Formulate & use regular & irregular negative tú commands<br />
Propose & justify advice & recommendations for healthy living<br />
Formulate & use regular & irregular formal commands<br />
Propose & justify advice & recommendations for healthy living<br />
Preterite vs. Imperfect<br />
(verbs with distinct<br />
meaning in past)<br />
Review: Food<br />
(a ver si recuerdas…)<br />
Review: Direct Objects<br />
(a ver si recuerdas…)<br />
Illnesses, Symptoms &<br />
Remedies<br />
Health & Nutrition /<br />
Eating Habits<br />
Affirmative Informal<br />
Commands<br />
Negative Informal<br />
Commands<br />
Formal Commands<br />
Indentify specific exercises & activities & equipment for fitness Exercising & Fitness<br />
Identify stressors & how to cope with them Coping with Stress<br />
Form the present subjunctive of regular & irregular verbs<br />
Locate subordinate clauses<br />
Identify & utilize impersonal expressions and verbs of volition<br />
Give advice & receive recommendations about well-being using the subjunctive<br />
Subjunctive<br />
(present)<br />
Advice &<br />
Recommendations<br />
Realidades III<br />
Capítulo 2A<br />
Realidades III<br />
Capítulo 2A<br />
Realidades III<br />
Capítulo 2A<br />
Realidades III<br />
Capítulo 2A<br />
Realidades III<br />
Capítulo 2B<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3A<br />
Realidades III<br />
Capítulo 3B<br />
Realidades III<br />
Capítulo 3B<br />
Realidades III<br />
Capítulo 3B<br />
Realidades III<br />
Capítulo 3B
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