ࡱ> ` )bjbjss ?t~!|p@@@8@LADAB"0B0B0B C C Cxzzzzzz$hE C CEE0B0BHHHE0B0BxHExHH0BA `*ف?@GGȊ6ɕ0cGBl CC^HCL9D~ C C CH C C CEEEEDDD%>DDD>t"Jl Spanish for Native Speakers Pacing Guide Middle School Year 1 Sequence Excerpt from the North Carolina Standard Course of Study This course is designed specifically for native/heritage speakers of Spanish who already have some oral language proficiency. The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and enhance proficiency in Spanish by providing them the opportunity to listen, speak, read, and write in a variety of contexts and for a variety of audiences including the family, school, and the immediate community. The course will allow students to explore the cultures of the Hispanic world including their own and it will enable students to gain a better understanding of the nature of their own language as well as other languages to be acquired. This guide is for an A/B day schedule. This means that if a unit takes 8 days you can figure on 16 days in total. This also means that weeks will only include 2 3 days of class. The plans are to begin after the first two days of class allowing for introduction to course, issuing of textbooks, and other beginning of school tasks. The NC SCS goals and objectives are listed for each unit. These are goals and objectives that can be met by the various activities and lessons in each unit. Understandably, you may or may not finish the textbook. This guide should serve as a best-case scenario. Focus more on students language acquisition rather than on finishing the text. On-going projects for entire year: Students will participate in a Reading Group by genre (fiction, short stories, novels, non-fiction, drama, poetry, mysteries). Students will keep a Response Journal in a composition notebook. Students will read newspaper articles and present the information contained in the article. (NCSCOS: 1.02, 2.06, 2.07, 4.01, 4.07, 5 & 7) Objectives Students will talk about, read, listen to, and understand: Who am I? - Quin soy yo? Descriptive writing (Unit 1) How to use the dictionary (Unit 2) Informal letter writing (Unit 2) The Hispanic World Geography of Spanish speaking countries (Unit 3) How to classify nouns (Unit 5) Informal vs. Formal persuasive writing (Unit 6) Research and Presentations How to conduct an interview (Unit 7) Informative writing (Unit 8) Famous Hispanics Writing directions (Unit 9) Writing biographies (Unit 10) Formal letter writing (Unit 10) EQ/ TimeTopicNC Unit / ResourcesSuggested ActivitiesVocabularyGrammarReading/WritingSCOSQuarter 1: Quin soy yo? 1.01, 1.02, 3.01, 6.01, 6.02Introduce the purpose of the course. They will be able to read and write Spanish more proficiently by the end of the year.Weeks 1 2Placement package for heritage learners Notebook for response journalFill out information sheet Write and read introduction to class Graph class results Start a response journal (ex.) Qu hizo Ud. este verano? Describa un amigo. Cul es su cuadro favorito de Cuadros de familia? Por qu?Weeks 3 - 4Fiction Non FictionProof-readingDescriptive text about picturesCuadros de familiaPick 2 or 3 stories from Cuadros de familia Show the picture first, have them discuss and write a description on the board as a class effort Have the class self-correct Then later read the actually story by the author Discuss the type of story and the characters. Make connections to their own family experiences. Discuss fiction vs. non-fiction. Students will write their own story of the next picture. EQ/ TimeTopicNC Unit / ResourcesSuggested ActivitiesVocabularyGrammarReading/WritingSCOSWeek 5 - 6 Descriptive writingReview subjects and predicates Capitalization, punctuation (hie, hue, & hum)Poem about the meaning of friendship; Fictional story about making new friends; Write a description about a friendUnit 1 Caricature tracing pagesStudents will create a caricature. Students will write a descriptive paragraph about their caricature.Week 7 - 9 Alphabet DictionaryNouns & pronouns as subjects Verbs as predicates (r, rr, b, & v)Letter writing El da del idioma Miguel de Cervantes Poem Rubin Dario Unit 2 Computer labHow to write a letter. Differences between business letters and informal letters, i.e. Emails or faxes. How to address an envelope. Write an informal letter (or email) to a pen pal or friend/relative in another country. Go to computer lab to write the letters and print.Quarter 2: Mxico, Guatemala, Puerto Rico, Espaa, Cuba, Repblica Dominicana1.02, 2.01, 2.04, 2.05, 3.02, 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08, 5.09, 6.03Weeks 1 4 Cmo son los pases del mundo hispano?Geography Context CluesInterrogative & exclamatory sentences Wish & exhortative statements (g vs. j)Informative text about Chichn-Itz and St. Augustine Write a description of a special placeUnit 3 Cowboys to CastlesGive the students a blank map of all Spanish speaking countries for them to fill in and decorate. Highlight the countries of focus for this unit. Provide information packets for the students to fill in on the countries.Weeks 5 6 Cmo usamos nuestro propio vocabulario para adivinar palabras nuevas?Polismica (multiple meanings)Review nouns and their endings Classify nounsInformative text about urban life and its problems Fable about a flutist and automobiles Write a persuasive article1.06, 5.01, 5.05, 6.01Unit 5Work with prefixes/suffixes to understand and form new words Understand words with multiple meanings.Weeks 7 8 Formal vs. Informal PersuasiveAdjective agreement Positive, comparative & superlative forms of adjectives (accent marks)Write a persuasive letter Roberto Clemente Florence NightingaleUnit 6Continue writing in notebook Write a formal, persuasive letter i.e. to mother (usted) showing respect, convincing argument Group editingWeek 9Summary Review AssessmentQuarter 3: Weeks 1 2 Cmo hacemos una entrevista? Interview; Compound wordsReview forms and placement of determiners: articles, possessive and demonstrative adjectivesInformative text about means of communication; Fictional story about a school boy who invents a secret code; Write an interviewUnit 7Use unit resources to create a script for them to use to interview classmates. Interviews could include family history, traditions, stories or the most influential person in their life.Weeks 3 9 Cmo escribimos para informar?Informative text VerbsPersonal, possessive and demonstrative pronounsRead informative text about our solar system and astronaut Rodolfo Neri Vela Write informative text Research materials Proper presentation techniques Fonts Backgrounds Formal speakingGoal 5, Goal 7, 3.01, 3.02, 3.03, 4.02Unit 8 Enciclopedia Cumbre Technology teacher (for PowerPoint)After using text resource, use selection from Enciclopedia Cumbre about Guinea Ecuatorial as an example of informative text to help them see components they will need in their writing. Write informative text about Hispanic country (practice, product or people). [Use Enciclopedia Cumbre for research] Build technology and research skills develop PowerPoint presentations based on informative writing.Quarter 4:Weeks 1 - 4Word familiesVerb infinitives Personal, impersonal and accidental forms of the infinitivesInformative text about games children play Tongue-in cheek mystery story Write a mystery story1.05, 2.04, 2.05, 3.03, 3.05, 6.01, 6.02Unit 9 World Languages textbookWrite the directions to play the childrens games Linguistics Compare Spanish to Italian, French & Latin (oral and written recognition of tapes & text) Discuss dialects and neutral SpanishWeeks 5 - 9Famous Hispanics; Biography; AutobiographyReview the indicative mood, Review simple and compound verb forms Commas & ellipsisInformative text about Jos Mart; Brief biography about Sor Juana Ins de la Cruz; Write a personal narrativeUnit 10 Pasos books Media CenterDiscuss and read about famous Hispanics. Discuss non-fiction, autobiographies and biographies Students will write a short essay or biography about a famous person. Students will write a formal letter to the person. 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