Loudoun county public schools world language and culture department



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SFS I

PACING GUIDE

2016-2017

Quarter 2

AP THEME: Families and Community- Personal and Public Identities


AP SUBTHEME: Family Structure, Customs and Ceremonies- Identity and Multiculturalism

Theme: Family role in shaping our values and beliefs- Myth and Legends

Unit II: Literature as a legacy of our people. Where I come from?

*Teach theme driven not grammar driven lessons.

Assess writing skills on an ongoing basis (grammar, spelling, punctuation, accentuation)

Emphasis: reading comprehension skills

WEEK

(estimate)

CONTENT

STRATEGIES AND SUGGESTED ACTIVITIES

WEEK 1

A days-2

B day- 1
WEEK 2


Unit Introduction: Family role in shaping our values and beliefs
Legend*

Definition: Sendas I page 10


Sendas I

Unidad I: El sentido de nuestras vidas

Lección 3: Los Novios y Guanina

Página 21-37


Myth

Definition: Sendas I page 47

*grammar review


Reading/ Speaking:

-Pre- reading

-Post- reading (emphasis on interpretation and inferred)

-Vocabulary (Frayer Model)



-Compare and contrast



Writing:

-Journal: ¿Puede alguien morir de amor?



Speaking:

-Presentation

-Socialized discussion



WEEK 3

A day- 1

B day-1
THANKSGIVING BREAK

Nov.23-25, 2016
WEEK 4




Legend: La Malinche

Text: El español para nosotros page.338-340

Reading Comprehension Act page 342
Legend: La Llorona

Text: El español para nosotros page.341

Acentuación

Ortografía


Other Legends*(see resources at the end of this doc)


-Reading/ Speaking:

-Pre- reading

-Predictions

-Post- reading (emphasis on interpretation and infer)

-Vocabulary (ecological terminology- Frayer Model)

-Compare and contrast



Writing:

-Character Map

-Journal

La Malinche

¿Cómo una madre demuestra su amor?

¿Creadora o traidora?



Speaking:

Post-reading



Suggested activity:

Text: “El Español para nosotros”



Chapter 13: Tierra y Aventura

Sección I: Historia y cultura

Reading Comprehension Activities: page 342-43


La Llorona”

Pre-reading activity page 342

Reading comprehension


WEEK 5


Reading: Llegan los extranjeros

Resource on: http://loudounvision.net/ SFS Teacher Exchange

Grammar review:

-accentuation rules



-Reading comprehension activities

-Grammar workbook (Manual de gramática y ortografía para hispanos)



WEEK 6

**Legend: La comadre Sebastiana

Pre-reading:

-ABC Brainstorming / Concepto muerte



Reading:

-DR/TA activity- Direct Reading Thinking Activity



Post-Reading:

-Journal:



¿Has sufrido la muerte de algún familiar o amigo? ¿Crees que hay vida después de la muerte?

WEEK 7

A day- 1

B day- 2

Legend: Los tres consejos

Reinforce grammar- accentuation rules and syntax



Pre-Reading activities
Reading/Writing Activities:

Story Grammar Map




More graphic organizers on VISION Teacher Exchange


Post-reading:

Journal


¿Te han dado un consejo sabio alguna vez?

¿Qué consejo recibiste? ¿Quién? ¿Por qué?



WINTER BREAK

December 22- January 02, 2017 (8 days)

WEEK 8

Reading: El grano de oro

Book: Español para nosotros

Page: 254-259
Legend: La trampa del coyote

Book:

Sendas- p. 52-55
Reinforce grammar

Suffixes and prefixes




Reading:

Pre-Reading: page 254
Comprehension Activities:

-make a list of: (que, quí, j, c,s,z words)
Writing:

Activities: p.56-57, 59

Journal:

Escribe el asunto de una segunda parte: La venganza de las brujas – Sendas p.60-61


Writing:

Final Activity:

-Write your own myth or legend using elements representing your culture. Sendas p. 63-65



Speaking:

Short presentation



WEEK 9

MID YEAR REVIEW

REVIEW ACTIVITIES

Study guide on VISION-Teacher Exchange



WEEK 10

MY Benchmark Assessment

Q2- RESOURCES

.*Las Leyendas: http://www.folklore.cl/leyendas.html



** La Comadre Sebastina: http://www.apespa.weebly.com/uploads/1/2/5/0/12505802/la_comadre_sebastiana.pdf
Literary resources:

BOOK-Sendas Literarias I- variety of reading resources and activities.



SFS I

PACING GUIDE

2016-2017

Quarter 3

AP THEME: Beauty and Aesthetics


AP SUBTHEME: Contribution to World Artistic Heritage, Literature, Performing Arts

Theme: Writing, a way to express yourself.

Unit II: Literature as an expression of ourselves. How I am?

*Teach theme driven not grammar driven lessons.

Assess writing skills on an ongoing basis (grammar, spelling, punctuation, accentuation)

Emphasis: writing skills, subjunctive, indicative*****

WEEK

(estimate)

CONTENT

STRATEGIES AND SUGGESTED ACTIVITIES

WEEK

1-2


Unit Introduction: Literature as an expression of ourselves.

What is a story?/ ¿Qué es un cuento?

-Discuss the five elements of a short story: character, setting, plot, conflict, and solution.
-Student will choose their theme or topic for the stories.


Literature resource *

Writing stories in class/ Guía para crear cuentos en clase

Resource at: SFS I Teacher Exchange
Other resources:**

http://www.orientacionandujar.es/2010/04/14/guia-para-crear-cuentos-en-nuestra-clase/

Introduction to Narrative-***



WEEK 3

Literary Techniques and Figures of Speech/ Técnicas literarias



http://www.tecnicaliteraria.com/article1039.html
-Various activities

Interactive activities****



WEEK 4

-Introduce or review: verb conjugation- indicative mode***** and tenses.

-Manual de gramática y ortografía

-Chapter 10 page 173+

El alacrán de Fray Gómez- página 186-191


Resource:

SFS I Teacher Exchange-Q3 Conjugación Verbal Regular Modo Indicativo

Reading Comprehension Activities-Collaborative Activities


WEEK 5

-Descriptive and Narrative paragraphs
-Short Story First Draft



Resources:******

http://producciondetextoscun.blogspot.com/2011/09/textos-narrativodescriptivo-y.html

-Collaborative work- Two students can work on a story. They will write/ edit the first draft and it will be discuss in class.

-Create a rubric to Assess the first draft.

Suggested resource for rubric: http://www.ensayistas.org/curso3030/genero/narrativa/esquema-narrativa.htm



WEEK 6

-Introduction or review the Subjunctive***** Mode and tenses

Manual de Gramática

-Reading: A la deriva- page 209-212


-Manual de Gramática- Chapter 11 page 192+
-Students will continue working on their stories.

-Reading Comprehension

Vocabulary and activities on Manual de Gramática


WEEK 7

-Short Story Second Draft

-Collaborative work- Two students will continue working on a story. They will write/ edit the second draft with corrections, it will be discuss in class.

-Create a rubric to Assess the first draft.



WEEK 8

Final Draft

Write/ edit the last draft for final check.

WEEK 9

Final Story/ Cuento Final

Student will present their final Stories

SPRING BREAK




Q3- Resources:

*Introduction to Literature- http://www.ensayistas.org/curso3030/introd.htm

**Técnicas literarias- http://www.ensayistas.org/curso3030/genero/narrativa/esquema-narrativa.htm

***Introducción a la Narrativa- http://www.ensayistas.org/curso3030/genero/narrativa/

****Interactive activity https://www.edu.xunta.es/espazoAbalar/sites/espazoAbalar/files/datos/1285223213/contido/index.html

*****Indicative and Subjunctive mode http://www.esfacil.eu/en/verbs/5-modes-and-tenses-in-spanish.html

****** Descriptivo y Narrativo



http://formacion-docente.idoneos.com/didactica_de_la_lengua/tipos_de_textos/ejemplos_de_textos/

Sendas Literarias I- variety of short stories students appropriate



SFS I

PACING GUIDE

2016-2017

Quarter 4

AP THEME: Global Challenge


AP SUBTHEME: Diversity Issues and Human Rights

Theme: Oratory; a skill to empower yourself.

Unit II: Oratory, an instrument of personal growth

*Teach theme driven not grammar driven lessons.

Assess writing skills on an ongoing basis (grammar, spelling, punctuation, accentuation)

Emphasis: oratory skills

WEEK

(estimate)

CONTENT

STRATEGIES AND SUGGESTED ACTIVITIES

WEEK 1


Unit Introduction: Oratory; a skill to empower yourself.
-Difference between speech and oratory

-Characteristics



-Resources:

http://definicion.de/oratoria/

SFSI VISION Teachers Exchange Q4

-Venn diagram

-Speech vs Oratory



http://www.oratorianet.com/rsp/Index/Index_DIFERENCIAS.html

http://www.recursosyhabilidades.com/blog/?p=53
The King’s Speech- https://www.youtube.com/watch?v=KpssjoKZK1w


WEEK 2


-Samples or oratory

-Students will brainstorm ideas for an oratory topic.



National Oratory Contest- Panamá: https://www.youtube.com/watch?v=-Jgw7K9g6GU

https://www.youtube.com/watch?v=SQ-dCrwrvk0

Oratory analysis



WEEK 3



Persuasive texts

What is a persuasive essay?

How to write a persuasive essay? / ¿Cómo escribir un ensayo persuasivo?
-Start research on oratory topic


-Socialize discussion about different persuasive texts we see every day.
Persuasive essay:

http://reglasespanol.about.com/od/comohacerunensayo/tp/Coacutemo-escribir-un-ensayo-persuasivo.htm

-Graphic organizer- Writing a persuasive essay- VISION, SFSI Teacher Exchange

Start first draft of the persuasive essay

-Computer lab and/ or Homework



WEEK 4


-Comparison

-Persuasive paragraphs related with social issues, human rights, diversity issues, environmental issues, health issues


-Start first draft persuasive essay

Reading comprehension

-provide variety of text where students will be able to make connections, compare and understand global and social issues.

- Manual de gramática:

Chapter 4, activities 4.6a-4.6b page 57-59



-WRITING:

Practice persuasive paragraph, discuss with the class


WEEK 5



-Turn in first draft of persuasive essay for corrections.

-Maintain the discussion on the topics from previous class
- Manual de gramática: Chapter 5, page 73+


WEEK 6


  • Turn in final persuasive essay

  • Presentations

WEEK 7


  • Presentations

WEEK 8


Review for End of Year Benchmark (Check all your resources and equipment. Review the EOY Benchmark during the open period, inform any discrepancies or difficulties with the EOY Benchmark to WLC OFFICE. Technology issues has to be addressed with the TRT at your school).

WEEK 9


EOY Benchmark





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