Collierville Schools Spanish II Honors Scope and Sequence 3rd Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Weeks 1 – 2 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. I can have a conversation on a number of everyday topics. I can ask and answer questions about factual information that is familiar to me. I can use the language to meet basic needs in familiar situations. I can demonstrate understanding of messages of personal interest. I can demonstrate understanding of basic information from news media. I can understand questions and simple statements on everyday topics. I can describe people, activities, events, and experiences, orally or in writing. Avancemos 2 A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources. A newspaper article will be chosen to go with each vocabulary topic covered. For career, students will read an article about a female test pilot that works for Boeing. “Trabajo soñado: piloto de pruebas de aviones” By Anna Tims, The Guardian, 10.12.16 The vocabulary assessment will vocabulary related to careers and professions. It includes a short reading section about a student going off to college to study for a future career. Students will also be given words in the target language and will have to define those words in the target language. 1.2 – 70% 4.2 – 30% The major assessment, a grammar-based assessment, will cover describing future actions and career aspirations. 1.2 – 20% 3.1 – 20% 3.2 – 20% 4.1 – 40% Students will research, prepare, and present to the class a chosen career, explaining why they would
3.1 Reinforce and acquire further knowledge of disciplines through the foreign language. 3.2 Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own. 4.2 Recognize that cultures use different patterns of interaction and this knowledge to one’s own culture. I can express preferences on topics of interest. I can present information on plans, instructions, or directions. I can ask questions to obtain information. I can present songs, skits or dramatic readings. I can give basic directions on how to make or do something. I can share and discuss topics from other content areas. I can access a current event article or broadcast in the target language. I can identify words in the native and target language that have no direct translation I can recognize how different time frames are expressed in the target language. I can compare and contrast career choices and preparation in the native and target culture. like pursue this career path. They will also discuss how knowing a foreign language could help them in this profession. The class will have the opportunity to ask questions about their career after the presentation. 1.1 – 10% 1.2 – 10% 1.3 – 10% 3.1 – 10% 3.2 – 10% 4.1 – 10% 4.2 – 10% 5.1 – 10% 5.2 – 10%
5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. I can discuss steps to becoming a professional in a field requiring the ability to communicate in the target language. I can consult various sources in the target language to obtain information on topics of personal interest. Weeks 3 – 4 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. I can have a basic conversation on a number of everyday topics. I can ask and answer questions factual information that is familiar to me. I can use the language to meet basic needs in familiar situations. I can demonstrate understanding of messages of personal interest. I can demonstrate understanding of basic information from news media. Avancemos 2 A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources. For protecting the environment, student will read a newspaper article a student who designed a water powered generator using recycled materials. “Una joven de Florida construye una fuente de energía para ayudar a su amiga por correspondencia” By Marisa Endicott, 04.24.16 The vocabulary assessment will vocabulary related to protecting the enviornment. It includes a short reading of an advertisement for a conservation group looking for volunteers. Students will also be given words in the target language and will have to define those words in the target language. 1.2 – 70% 4.2 – 30% The major grammar-based assessment will cover describing possible or hypothetical actions. 1.2 – 30% 3.1 – 30% 4.1 – 40%
1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 3.1 Reinforce and acquire further knowledge of disciplines through the foreign language. 3.2 Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own. I can understand questions and simple statements on everyday topics. I can describe people, activities, events, and experiences, orally or in writing. I can express preferences on topics of interest. I can present information on plans, instructions, or directions. I can ask questions to obtain information. I can present songs, skits or dramatic readings. I can give directions on how to make or do something. I can share and discuss topics from other content areas. I can access a current event article or broadcast in the target language. I can identify words in the native and target language that have no direct translation After reading an article about a student who invented a water powered generator, students will make a brochure on how they would solve an issue in a third world country. They will present their idea to the class after making the brochure. The class will have the opportunity to ask them questions about their plan. 1.1 – 10% 1.2 – 10% 1.3 – 30% 3.1 – 10% 3.2 – 10% 4.1 – 10% 4.2 – 10% 5.2 – 10%
4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. I can compare life in the native and target culture. Weeks 8 – 9 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. I can have a basic conversation on a number of everyday topics. I can ask and answer questions about factual information that is familiar to me. I can use the language to meet needs in familiar situations. I can demonstrate understanding of messages of personal interest. I can demonstrate understanding of basic information from news media (e.g. weather reports, job postings) I can understand questions and simple statements on everyday topics. I can describe people, activities, events, and experiences, orally or in writing. Avancemos 2 A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources. For the topic of clothing, students will read an article about the pros and cons of school uniforms. “Análisis del asunto: ¿Deberían los estudiantes vestir uniformes para ir a la escuela?” By ProCon.org, 11.22.16 The vocabulary assessment will cover vocabulary related to clothing. It includes a short reading about a clothing that is appropriate for the home culture versus clothing that is appropriate for travel to the target language culture. Students will also be given words in the target language and will have to define those words in the target language. 1.2 - 70% 4.2 – 30% One grammar-based assessment will cover expressing doubt and uncertainty. 1.2 – 30% 4.1 – 70% Another grammar-based assessment will cover expressing your opinion about things using impersonal expressions. 1.2 – 30% 4.1 – 70%