Pacing Schedule for Spanish 2Honors 1st Quarter: Chapters 2A and 2B

I. Unit Outcomes and Skill Set A. Listening and Speaking: students will be able to engage in 2 minute conversations and be able to: 1. Discuss getting ready for special events 2. Describe daily routines and personal care 3. Express possession 4. Describe clothing and fashion in detail 5. Describe the downtown area of their city 6. Give directions 7. Identify routines associated with weekdays and weekends 8. Explain activities that they typically do on weekdays and weekends 9. Discuss methods of payment for purchases B. Writing Component: students will be able to write a 75-100 word composition C. Reading Component: students will be able to read short dialogs, passages related to family themes, shopping and advertisements D. Cultural Component: students will understand: 1. cultural perspectives about parties 2. appropriate clothing for all occasions 3. community interests in latino areas 4. El Teatro Colón in 5. Hispanic designers and history of clothing in different cultures

II. Grammar and Vocabulary Use of personal adjectives Reflexive verbs and their uses Ser and estar Possessive adjectives Vocabulary for shopping, clothing and purchases Preterite of regular verbs Demonstrative adjectives Using adjectives as nouns

III. Assessment: essay, project, quizzes and tests A. Projects: 1. Revista de Moda 2. Evento Especial

B. Dialogues: 1. Día especial 2. Evento especial 3. Primera cita 4. La boda

C. Essays: 1. Birthday check 2. La peluquería

D. Quizzes and Tests 1. Frequent vocabulary and grammar quizzes 2. Chapter Tests 3. Formal Oral and Written assessment

Quarter 2: chapters 3A and 3B

I. Unit Outcomes and Skill Set E. Listening and Speaking: students will be able to engage in 2 minute conversations and be able to: 1. Discuss running errands around town 2. Discuss where people go to buy certain personal items 3. Talk about things you did and where you did them 4. Explain why you weren’t able to do certain things 5. Discuss things you have bought 6. Describe open air markets 7. Interpret places in a city or town 8. Describe driving and transportation in cities 9. Give directions 10. Discuss good driving habits 11. Give commands to other people

B. Writing Component: students will be able to write and edit a 100 word composition, using the department rubric as a guideline C. Reading Component: students will be able to read short articles on defensive driving, neighborhoods in Spanish-speaking countries, Sister Cities International programs, advertisements and short dialogs. D. Cultural Component: students will understand: 1. Open air markets and the role they play in Spanish- speaking countries 2. The concept of ‘barrio’ and its cultural importance

II. Grammar and vocabulary Direct object pronouns Irregular preterite verbs The written accent and its uses Irregular affirmative “tú” commands Present progressive regular and irregular forms

IV. Assessment: Essays, projects and tests A. Essays: 1. Ciudades Hermanas 2. El regalo perfecto 3. Los quehaceres en la ciudad 4. Ir de compras 5. El Mercado al aire libre 6. Cuento de tu nacimiento 7. Poema del pasado 8. La pesadilla

B. Projects: 1. Proyecto de biografía 2. Ciudades Hermanas: video project

C. Dialogs: 1. Cuidar a los niños 2. Voice mail message 3. Getting ready for a trip 4. New city exploration 5. Driving instructor 6. La policía D. Quizzes and Tests 1. Frequent vocabulary and grammar quizzes 2. Chapter tests 3. Formal oral and written component for each chapter

Common Final Exam will include listening component, scantron, fill-in section, reading and essay.

Quarter 3: chapters 4A and 4B

I. Unit Outcomes and Skill set A. Listening and speaking: students will be able to engage in 3 minute conversations and role plays. They will be able to: 1. Discuss their childhood toys and activities 2. Express to whom an action is done 3. Talk about how they were as a child 4. Discuss common etiquette and holiday celebrations 5. Communicate about social gatherings with friends and family 6. Describe how people interact

B. Writing component: students will be able to write a 100-120 word composition C. Reading Component: students will be able to read short stories based on Spanish speaking culture, historical short essay, advertisements, letters and short creative legends with accompanying questions D. Cultural Component: students will understand: 1. Popular children’s songs 2. Important cultural holidays

II. Grammar and vocabulary Vocabulary for toys, games and playing with children Vocabulary for special events, manners and customs The imperfect tense for regular and irregular verbs Indirect object pronouns Different uses for the imperfect tense Reciprocal verbs and actions

III. Assessment: Essays, projects, orals and tests A. Essays: 1. Extreme make-over for your grammar school 2. Newspaper article about childhood 3. Grandparent story

B. Projects: 1. Fiestas de España 2. Recuerdos de mi nacimiento 3. Mini- de mi niñez 4. Álbum de Recortes- entire department will include this in the 3rd quarter C. Orals: 1. Un juguete favorito 2. Un famoso 3. Una mascota 4. Su niñez 5. Un día típico 6. Mini-Teatros

E. Quizzes and Tests 1. Frequent vocabulary and grammar quizzes 2. Chapter tests 3. Formal oral and written component for each chapter

Quarter 4: chapters 5A and 5B I. Unit Outcomes and Skill Set A. Listening and speaking: students will be able to engage in 4-5 minute dialogs and be able to: 1. Discuss natural disasters, emergencies, rescues and heroes 2. Describe scenes in the past 3. Describe weather and time in the past 4. Interview a classmate about a disaster 5. Explain legends 6. Explain injuries and emergency room procedures 7. Describe what was taking place when something else occurred

B. Writing Component: students will be able to write a 100-125 word composition. C. Reading Component: students will be able to read short stories, short original text stories from newspapers, short plays, legends and advertisements. D. Cultural Component: students will understand: 1. Natural disasters in and 2. Mexican legends regarding volcanoes 3. Public medical services and their role in Spanish- speaking countries 4. Some information about Diego Rivera and other Hispanic artists

II. Grammar and Vocabulary Adequate vocabulary to discuss natural disasters, emergencies and crisis situations Adequate vocabulary to describe parts of the body and certain illnesses Imperfect tense and other uses Irregular preterite verbs; oír, leer, creer, destruir, venire, decir, poner and traer Imperfect progressive and preterite

III. Assessment: Essays, Orals, Projects and Tests A. Essays: 1. Anuncio de servicio público 2. Un acto heroíco 3. Los bomberos 4. Tarjeta postal

B. Orals: 1. Teatro en 24 horas 2. Un acto heroíco-situaciones

C. Projects: 1. Cuba project D. Quizzes and Tests 1. Frequent vocabulary and grammar quizzes 2. Chapter tests 3. Formal Oral and Written evaluation