where every student will graduate college and career ready!

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“…where every student will graduate college and career ready!”

Quarter Benchmark Date: October 7-11, 2013 Pacing Guide Date: August 20-October 11,

2013 (1

^st

Quarter) Unit: Spanish III Review and Introduction to Spanish IV

Unit Focus/Transfer Goals: Students will review beginning and intermediate Spanish grammar and vocabulary from Ven Conmigo Chapters 9-11, including proper use of the subjunctive tense. Students will be able to use the past tense subjunctive and conditional tenses, in addition to vocabulary related to stereotypes, cultural heritage, and the world we live in.

Culminating Cornerstone Task:

Choose a societal or environmental problem that faces our community or world today. Write an email to a government official in which you:

a) Describe the problem and its consequences (use expressions and vocabulary from p. 319) b) Discuss how you would solve the problem (use expressions from p. 321)

c)

Talk about the hypothetical state of the world should this problem be solved, and/or remain an issue. (Use el imperfect del subjuntivo and el condicional p. 326- 329)

CCSS World Language Content Standards for California

Public Schools

Learning Plan:

Task/Activities

Vocabulary Assessment Evidence

Materials/Resources

Reading

*Key Ideas and Details-2

*Craft and Structure-4, 5

*Integration of Knowledge and Ideas-7, 9

Writing

*Text Types and Purposes-2, 3

*Production and Distribution of Writing-4, 5

*Range of Writing-10

Speaking and Listening

*Comprehension and Collaboration-1, 2, 3

*Presentation of Knowledge and Ideas- 4, 6

Language (with reference to Spanish instead of English)

*Conventions of Standard Spanish-1, 2

*Knowledge of Language- 3

*Vocabulary Acquisition- 4, 5, 6

*Content 3.0, 3.1a, c, d, f, h

*Communication 3.0, 3.1, 3.2, 3.3

*Cultures 3.0, 3.1, 3.2, 3.3

*Structures 3.0, 3.1, 3.2

*Settings 3.0

Chapter 9

*Talk about your emotional reaction to something

*Express disagreement

*Express an assumption

*Make hypothetical statements

Chapter 10

*Talk about accomplishments

*Talk about future plans

*Express cause and effect

*Express intention and purpose

Chapter 11

*Point out problems and

Chapter 9 Vocabulary:

*Words to describe people’s behavior

*Words and expressions to talk about prejudice and stereotypes

Grammar:

*Preterite vs. Imperfect

*The preterite of estar, ponerse, querer, saber, and sentirse

*The subjunctive with expressions of denial and disagreement

*Words and expressions to talk about achievements and future plans

*Words and expressions to talk about your background and ambitions

Grammar:

*Chapter Tests:

Grammar and Vocabulary Assessments

*Timed Writes

*Informal/Formal Presentations

Ven Conmigo Textbook pages 252-341

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would solve a problem

*Talk about hypothetical situations

These tasks will include partner conversations, quick writes, readings, comprehension activities, videos, class discussions, and more.

*The subjunctive with para que

*Today’s problems

Grammar:

The past subjunctive

Glossary of Relevant Terms:

Transfer Goals: identifies the effective uses of content understanding, knowledge and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school. They reflect the ultimate goals, the reason we teach specific knowledge and skills.

Cornerstone Task: curriculum-embedded assessment that is intended to engage students in applying their knowledge and skills in an authentic and relevant

context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be

able to do (on their own) with acquired content knowledge and skills.

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“…where every student will graduate college and career ready!”

Quarter Benchmark Date: December 16-20, 2013 Pacing Guide Date: October 14-December

20, 2013 (2

^nd

Quarter) Unit: Tema 1: Las familias y las comunidades (Families and Communities)

Unit Focus/Transfer Goals: Students will be able to address the following essential questions:

¿Cómo se define la familia en distintas sociedades?

¿Cómo contribuyen los individuos al bienestar de las comunidades?

¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diversas sociedades del mundo?

Culminating Cornerstone Task:

1. Using the above questions as a basis, write a comparative essay about an aspect of the topic “Las familias y las comunidades.” Choose either an objective or subjective tone, as well as the focus of your comparison to plan the layout before beginning the essay.

Public Schools

Learning Plan:

Task/Activities

Reading

*Key Ideas and Details-1, 2, 3

*Craft and Structure-4, 5, 6

*Integration of Knowledge and Ideas-7, 9

*Range of Reading and Level of Text Complexity-10

Writing

*Text Types and Purposes-1, 2, 3

*Production and Distribution of Writing-4, 5, 6

*Research to Build and Present Knowledge- 9

*Presentation of Knowledge and Ideas- 4, 6

*Conventions of Standard

*Content 3.0, 3.1a,b, d, e, g

*Communication 3.0, 3.1, 3.2, 3.3

*Cultures 3.0, 3.1, 3.2, 3.3

*Settings 3.0

These tasks will include partner conversations, quick writes, readings, comprehension activities, videos, class discussions, and more, related to the following authentic materials:

Contexto 1

Lectura 1.1: Tiempo de Juego

Lectura 1.2: En esto creo:

<<educación>>

Audio: Tocar y luchar

Contexto 2

Lectura 2.1: Facebook, el monstruo de las dos cabezas

Lectura 2.2

Centroamérica y las redes sociales

Audio: Jóvenes y uso de las redes sociales

*Vocabulary to describe, expressions of sensorial perception

*Accent rules, punctuation marks

Contexto 1: Las

comunidades educativas

Contexto 2: Las redes sociales

Contexto 3: La geografía humana

Contexto 4: Las tradiciones y los valores

Contexto 5: La ciudadanía global

Contexto 6: La estructura de la familia

*Chapter Test

*Informal comprehension quizzes

*Comparison essay

Temas: AP Spanish Language and Culture textbook pages 2-69

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6 Atitlán

Lectura 3.2: 30 años de cultura de mall Audio: Basura: Un problema en aumento

Contexto 4

Lectura 4.1: El niño y la niebla

Lectura 4.2: Homenaje a las madres de la tradición artesana

Audio: Cultura: Garífuna

Contexto 5: La ciudadanía global

Contexto 6: La estructura de la familia

Cinemateca: Ella o yo

Glossary of Relevant Terms:

Transfer Goals: identifies the effective uses of content understanding, knowledge and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school. They reflect the ultimate goals, the reason we teach specific knowledge and skills.

Cornerstone Task: curriculum-embedded assessment that is intended to engage students in applying their knowledge and skills in an authentic and relevant

context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be

able to do (on their own) with acquired content knowledge and skills.

(5)

“…where every student will graduate college and career ready!”

Quarter Benchmark Date: March 17-20, 2014 Pacing Guide Date: January 7-March 20,

2104 (3

^rd

Quarter) Unit: Tema 2: La ciencia y la tecnología (Science and Technology)

Tema 3: La belleza y la estética (Beauty and Aesthetics)

Unit Focus/Transfer Goals: Students will be able to address the following essential questions:

Tema 2:

¿Qué impacto tiene el desarrollo científico y tecnológica en nuestras vidas?

¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?

¿Qué papel cumple la ética en los avances científicos?

Tema 3:

¿Cómo se establecen las percepciones de la belleza y la creatividad?

¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana?

¿Cómo las artes desafían y reflejan las perspectivas culturales?

Culminating Cornerstone Task:

Choose a famous painting, building, song, movie, or literary device (poem, book,etc.) with a connection to the Spanish-speaking world.

Create a two to three minute formal presentation in which you explain the significance of the piece focusing on how it reflects cultural perspective.

Public Schools

Learning Plan:

Task/Activities

Reading

*Integration of Knowledge and Ideas-7, 8, 9

Writing

*Research to Build and Present Knowledge- 7, 8, 9

*Comprehension and

*Content 3.0, 3.1a,b, c, d, e, g, k, l, m, o

*Communication 3.0, 3.1, 3.2, 3.3

*Cultures 3.0, 3.1, 3.2, 3.3

*Settings 3.0

Tema 2 Contexto 1

Lectura 1.1: No sin mi móvil

Lectura 1.2: Nosotros, no Audio: Proyecto

MARTA: el coche del future con tecnología española

Tema 2

*Common verbs, expressions of time

*Special grammar cases, punctuation marks

Contexto 1: Tecnología, individuo y sociedad

Contexto 2: El cuidado de la salud y la medicina

Contexto 3: La ciencia y la ética

Contexto 4: Los fenómenos naturales Contexto 5: El aceso a la

*Chapter Tests

*Research paper, narrative essay

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aconsejable

Lectura 2.2 : Enfermedad y marginación en la Edad Media

Audio: Escepticismo y medicinas alternativas

Contexto 3

Lectura 3.1: Neander Park Lectura 3.2:

Sustentabilidad Audio: El desarrollo sostenible debe basarse en la ciencia

Contexto 4

Lectura 4.1: La gran extinción que casi acabó con la vida en la tierra Lectura 4.2: Cazadores de tornados

Audio: Las sequías: el peligro natural más destructive del planeta

Contexto 5: El aceso a la tecnología

Contexto 6: Las

innovaciones tecnológicas

Cinemateca: Un atajo, un camino

Lectura 1.1: El concepto de lo estético a través de la historia

Lectura 1.2Encuesta sobre la belleza

Audio: Belleza y autoestima

innovaciones tecnológicas

Tema 3

*Grammar: conjunctions

Contexto 1: Definiciones de la belleza

Contexto 2: La moda y el diseño

Contexto 3: El lenguaje y la literatura

Contexto 4: Las artes visuals y escénicas

Contexto 5: La arquitectura Contexto 6: Definiciones de la creatividad

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Contexto 2

Lectura 2.1: Hipsters, la moda de no estar a la moda

Lectura 2.2 Encuesta:

¿qué opines de las marcas de moda?

Audio: ¿Ser diseñador es un privilegio?

Contexto 3

Lectura 3.1: La literature y la vida

Lectura 3.2: Cien años de soledad

Audio: Isabel Allende:

Escribir es igual que enamorarse

Contexto 4

Lectura 4.1: Museo Nacional de Bellas Artes Lectura 4.2: Remedios Varo

Audio: 30 años de Guernica

Contexto 5: La arquitectura

Contexto 6: Definiciones de la creatividad

Cinemateca: Arte precolombino

Glossary of Relevant Terms:

Transfer Goals: identifies the effective uses of content understanding, knowledge and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school. They reflect the ultimate goals, the reason we teach specific knowledge and skills.

Cornerstone Task: curriculum-embedded assessment that is intended to engage students in applying their knowledge and skills in an authentic and relevant

context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be

able to do (on their own) with acquired content knowledge and skills.

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Quarter Benchmark Date: June 2-5, 2014 Pacing Guide Date: March 24-June 5, 2014 (4

^th

Quarter)

Unit: Tema 5: Los desafíos mundiales (Global Challenges) & Advanced Placement Exam Review

Unit Focus/Transfer Goals:

1. Students will be able to address the following essential questions:

Tema 5:

¿Cuáles son los desafíos sociales, politicos y medioambientales que enfrentan las sociedades del mundo?

¿Cuáles son los orígenes de esos desafíos?

¿Cuáles son algunas posibles soluciones a esos desafíos?

2. Students will review for the Advanced Placement Exam to become familiar with the format of the exam through sample test questions.

Culminating Cornerstone Task: “Water” portfolio and culminating project

Public Schools

Learning Plan:

Task/Activities

Reading

*Integration of Knowledge and Ideas-7, 8, 9

Writing

*Research to Build and Present Knowledge- 7, 8, 9

*Presentation of Knowledge

*Content 3.0, 3.1a ,b, c, d,, f, h, o

*Communication 3.0, 3.1, 3.2, 3.3

*Cultures 3.0, 3.1, 3.2, 3.3

*Settings 3.0, 3.1

Lectura 1.1: Manual del perfecto idiota

latinoamericano Lectura 1.2:

Micropréstamos

Audio: Clase media crece en América Latina y el Caribe

Contexto 2

Tema 5

*Grammar: false

congnates, prefixes, verbs followed by prepositions, combined words

Contexto 1: Los temas económicos

Contexto 2: Los temas del medioambiente

Contexto 3: La población y la demografía

Contexto 4: El bienestar social

Contexto 5: El

pensamiento filosófico y la religión

*Chapter Test

*Opinion essay

*Practice questions for the AP exam in multiple choice and free response format

AP Spanish: Preparing for the Language Examination

AP Central Website (practice AP exam questions)

FLOW: For the love of water (documentary video)

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and Ideas- 4, 5, 6

Lectura 2.1: La desglaciación de la cordillera andina Lectura 2.2 : Encuesta de consume sustentable en Chile

Audio: Capacitación a los jóvenes sobre el

medioambiente

Contexto 3

Lectura 3.1: Arrugas Lectura 3.2: La población urbana mundial crecerá un 75% en 2050

Audio: Para preserver los recuerdos y la historia

Contexto 4

Lectura 4.1: Déficit de espacio public ahoga a los bogotanos

Lectura 4.2: El país de la casualidad

Audio: Las ciuidades son de los ciudadanos

Contexto 5: El

pensamiento filosófico y la religión

Contexto 6: La conciencia social

Cinemateca: Pecera: Un cortometraje del océano

*Tasks to prepare the students for the AP exam will include multiple choice practice questions to test reading and listening comprehension, as well as free response email replies, essays, and interpersonal and

Contexto 6: La conciencia social

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Glossary of Relevant Terms:

Transfer Goals: identifies the effective uses of content understanding, knowledge and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school. They reflect the ultimate goals, the reason we teach specific knowledge and skills.

Cornerstone Task: curriculum-embedded assessment that is intended to engage students in applying their knowledge and skills in an authentic and relevant

context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be