Pacing Guide for Spanish for Fluent Speakers 1-Standards

By the end of each marking period, students can perform the following functions:

Marking Period 1

Marking Period 2

Marking Period 3

Marking Period 4

Unit 1: Identity Through Culture - Our Heritage and Personal Identity

Foreign Language Standards of Learning:

Interpersonal Communication:WL.1, WL.2

 

Interpretive Communication:Listening and Reading for Understanding:WL.3, WL.4

 

Presentational Communication:Speaking and Writing: WL.5, W.L6,

 

Cultural Perspectives, Practices, and Products:WL.7, WL.8
Writing

 

Making Connections through Language:WL.9

 

Linguistic and Cultural Comparisons:WL.10, WL.11

 

Interacting in School and Global Communities:WL.12

a. Place of origin and cultural pride

b. Regionalisms and colloquialisms

c. Geography of the Spanish-speaking world

 

Functions/Objectives: I can…

·Identify and share places of origin and cultural highlights

·Recognize differences and similarities among Spanish words and phrases

·Identify and locate where Spanish is spoken in the world; countries and capitals

Unit 2: Human Thought Through Literature - Our Heritage and Points of View

Foreign Language Standards of Learning:

Interpersonal Communication:WL.1, WL.2

 

Interpretive Communication:Listening and Reading for Understanding:WL.3, WL.4

 

Presentational Communication:Speaking and Writing: WL.5, W.L6,

 

Cultural Perspectives, Practices, and Products:WL.7, WL.8
Writing

 

Making Connections through Language:WL.9

 

Linguistic and Cultural Comparisons:WL.10, WL.11

 

Interacting in School and Global Communities:WL.12

 

a. Celebrations and traditions

b. Culture through music, literature, and film

c. Myths and legends

 

Functions/Objectives: I can…

·Describe the major celebrations in Spanish-speaking countries

·Differentiate Hispanic culture through music and films

·Recognize the specific characteristics of myths and legends

·Analyze various myths and legends

 

Unit 3: Physical and Emotional Health - Responsible Relationships and Physical Well-Being

Foreign Language Standards of Learning:

Interpersonal Communication:WL.1, WL.2

 

Interpretive Communication:Listening and Reading for Understanding:WL.3, WL.4

 

Presentational Communication:Speaking and Writing: WL.5, W.L6,

 

Cultural Perspectives, Practices, and Products:WL.7, WL.8
Writing

 

Making Connections through Language:WL.9

 

Linguistic and Cultural Comparisons:WL.10, WL.11

 

Interacting in School and Global Communities:WL.12

 

a. Adolescent culture

b. Daily routines

c. Pastimes and hobbies

d. Food and nutrition

e. Hygiene

 

Functions/Objectives: I can…

·Identify physical and emotional changes during adolescence

·Discuss daily routine and its impact on well-being

·Investigate the impact of healthy and unhealthy hobbies and pastimes

·Compare American and Latin American food

·Discuss various aspects of personal hygiene and the impact on health and illness

 

Unit 4: Community - Public Identity and the Community

To be Taught

Foreign Language Standards of Learning:

Interpersonal Communication:WL.1, WL.2

 

Interpretive Communication:Listening and Reading for Understanding:WL.3, WL.4

 

Presentational Communication:Speaking and Writing: WL.5, W.L6,

 

Cultural Perspectives, Practices, and Products:WL.7, WL.8
Writing

 

Making Connections through Language:WL.9

 

Linguistic and Cultural Comparisons:WL.10, WL.11

 

Interacting in School and Global Communities:WL.12

 

a. Hispanic influence and contributions in the community

b. Family life

c. School systems in the U.S. and Spanish-speaking countries

 

Functions/Objectives: I can…

·Recognize the accomplishments and contributions of well-known Spanish-speaking icons

·Compare and contrast family life in the U.S. and Spanish-speaking countries

·Analyze the school systems in the U.S. and Spanish-speaking countries