This document outlines the pacing guide for a Spanish 2 curriculum over the course of a school year. It is divided into 6 units covering different grammar topics to be taught over approximately 30 days each unit. Each unit is further broken down into chapters that focus on specific language concepts and canisters. The document lists the standards, timeframes, and activities to be covered for each chapter. The overall summary provides an outline of the curriculum flow and content to be covered in Spanish 2.
This Spanish II curriculum map outlines 7 units over 38 weeks that focus on developing communicative competence in Spanish. Each unit covers specific grammar objectives and chapter topics like food, family, travel and careers. Student progress is assessed through communication activities, written assignments, and regular testing to measure performance on covered materials.
This document outlines the pacing guide for a Spanish 1 course over the 2013-2014 school year. It is divided into 6 units that will be taught over 30 school days each. Each unit covers several chapters that teach various grammar concepts, vocabulary, and communication skills according to the state standards. The units progress from introducing greetings and basic conversation to discussing daily routines, past activities, and planning for the future. Pronunciation of specific letters and sounds is also practiced throughout each unit.
This Spanish I syllabus outlines a 38-week course divided into 7 units. It focuses on developing communicative competence and understanding of Spanish-speaking cultures. Each unit covers several chapters addressing objectives like greetings, descriptions, schedules, and past tense verbs. Student progress is regularly assessed through performance, written work, speaking, and tests to measure mastery of the material.
The document outlines the content standards and grade level expectations for the English Program of the Commonwealth of Puerto Rico's Department of Education. It provides the objectives and vision for teaching English, which include developing students' communication skills, critical thinking, and cultural appreciation. The standards are divided by grade levels, with expectations for listening and speaking that increase in complexity as the grades advance. The goals are for students to effectively understand and express ideas in both social and academic contexts using English.
British Sign Language (BSL) Level 1 & 2 - JanetsJANETS
One of our best-selling course, British Sign Language (BSL) Level 1 & 2 is very popular and of great value. You’re guaranteed top-quality, detailed course content that has been developed by industry professionals.
This course comprises of a range of modules aimed at helping students learn how to communicate using sign language. Instruction covers a range of topics, including family; describing people and animals, including ethnic groups, religion, clothes, and so on; activities at school, such as vocabulary, subjects and people who work at school; work, home, and leisure related activities; time; opinions; illness; and health. Students will also get to see sign language examples
This document provides information about an English language course, including:
- The course covers four units: Remembering, Vacations and Past Experiences, University and Career Life, and Achievements and Experiences.
- Each unit includes competencies and related assessment projects focusing on different English verb tenses like simple past, present perfect, and future.
- The document provides instruction on forming regular and irregular verbs in the simple past tense and using them to ask yes/no and WH- questions.
Spanish 1 Preliminary Lesson Plans for High SchoolSpeaking Latino
This document provides an overview of a 12 lesson bundle for Spanish 1. It includes:
1) 12 preliminary mini lesson plans in Spanish and English on topics such as greetings, introductions, likes/dislikes, and numbers.
2) 9 original video lessons from Speaking Latino to accompany the topics.
3) A set of assessment task cards to evaluate students' understanding after completing the full unit.
The lessons are designed to be covered in 1 class period over 2-3 weeks and include worksheets, presentations, and videos to engage students in the target language.
DLL English 10 Q1_Module 1_Lesson 3_Myth, Implicit and Explicit Signals, Let ...JenniferOestar3
This document is a daily lesson log for an English class focusing on celebrating diversity through world literature. It outlines the objectives, standards, content, learning process, procedures and assessments for lessons taught over the course of a week. The lessons cover the myth of Orpheus, the song "Let It Go" from Frozen, and the movie adaptation of Life of Pi. Key activities include analyzing the song lyrics, watching video clips about Orpheus and Life of Pi, and completing comprehension questions and creative assignments related to the materials.
This Spanish II curriculum map outlines 7 units over 38 weeks that focus on developing communicative competence in Spanish. Each unit covers specific grammar objectives and chapter topics like food, family, travel and careers. Student progress is assessed through communication activities, written assignments, and regular testing to measure performance on covered materials.
This document outlines the pacing guide for a Spanish 1 course over the 2013-2014 school year. It is divided into 6 units that will be taught over 30 school days each. Each unit covers several chapters that teach various grammar concepts, vocabulary, and communication skills according to the state standards. The units progress from introducing greetings and basic conversation to discussing daily routines, past activities, and planning for the future. Pronunciation of specific letters and sounds is also practiced throughout each unit.
This Spanish I syllabus outlines a 38-week course divided into 7 units. It focuses on developing communicative competence and understanding of Spanish-speaking cultures. Each unit covers several chapters addressing objectives like greetings, descriptions, schedules, and past tense verbs. Student progress is regularly assessed through performance, written work, speaking, and tests to measure mastery of the material.
The document outlines the content standards and grade level expectations for the English Program of the Commonwealth of Puerto Rico's Department of Education. It provides the objectives and vision for teaching English, which include developing students' communication skills, critical thinking, and cultural appreciation. The standards are divided by grade levels, with expectations for listening and speaking that increase in complexity as the grades advance. The goals are for students to effectively understand and express ideas in both social and academic contexts using English.
British Sign Language (BSL) Level 1 & 2 - JanetsJANETS
One of our best-selling course, British Sign Language (BSL) Level 1 & 2 is very popular and of great value. You’re guaranteed top-quality, detailed course content that has been developed by industry professionals.
This course comprises of a range of modules aimed at helping students learn how to communicate using sign language. Instruction covers a range of topics, including family; describing people and animals, including ethnic groups, religion, clothes, and so on; activities at school, such as vocabulary, subjects and people who work at school; work, home, and leisure related activities; time; opinions; illness; and health. Students will also get to see sign language examples
This document provides information about an English language course, including:
- The course covers four units: Remembering, Vacations and Past Experiences, University and Career Life, and Achievements and Experiences.
- Each unit includes competencies and related assessment projects focusing on different English verb tenses like simple past, present perfect, and future.
- The document provides instruction on forming regular and irregular verbs in the simple past tense and using them to ask yes/no and WH- questions.
Spanish 1 Preliminary Lesson Plans for High SchoolSpeaking Latino
This document provides an overview of a 12 lesson bundle for Spanish 1. It includes:
1) 12 preliminary mini lesson plans in Spanish and English on topics such as greetings, introductions, likes/dislikes, and numbers.
2) 9 original video lessons from Speaking Latino to accompany the topics.
3) A set of assessment task cards to evaluate students' understanding after completing the full unit.
The lessons are designed to be covered in 1 class period over 2-3 weeks and include worksheets, presentations, and videos to engage students in the target language.
DLL English 10 Q1_Module 1_Lesson 3_Myth, Implicit and Explicit Signals, Let ...JenniferOestar3
This document is a daily lesson log for an English class focusing on celebrating diversity through world literature. It outlines the objectives, standards, content, learning process, procedures and assessments for lessons taught over the course of a week. The lessons cover the myth of Orpheus, the song "Let It Go" from Frozen, and the movie adaptation of Life of Pi. Key activities include analyzing the song lyrics, watching video clips about Orpheus and Life of Pi, and completing comprehension questions and creative assignments related to the materials.
- Feral hogs in Georgia carry diseases like swine brucellosis and pseudorabies that can infect both domestic animals and humans. Hunters and those handling feral hogs should take precautions like wearing gloves and thoroughly cooking meat to prevent transmission.
- Feral hogs cause extensive damage by competing with native wildlife for food and habitat, destroying agricultural crops, and in some cases preying on livestock. Their rooting and wallowing can eliminate rare plant and animal species.
- Effective control methods include shooting, live trapping, and hunting with dogs. Fencing may help protect specific areas but does not eliminate hog populations. The goal on public lands is reduction or elimination of hogs to
Mark Chmura is a former NFL tight end who played for the Green Bay Packers. He is married to Angela Chmura and currently works at ESPN 540 radio station in Wisconsin. Mark had a successful career playing tight end in the NFL for several years with the Green Bay Packers.
El documento explica el verbo "tener" en español, que significa "to have" en inglés. Describe cómo se conjuga "tener" en las diferentes personas y cómo se usa comúnmente en expresiones idiomáticas como "tener años" para indicar la edad. Incluye ejemplos como "Yo tengo cinco años" y "Tú tienes ocho años".
This document is a Spanish vocabulary and verb quiz containing:
1) 15 Spanish vocabulary words to provide in English and vice versa
2) 6 vocabulary words to provide equivalents in the opposite language
3) 6 Spanish verbs to conjugate in the preterite tense
The quiz tests students' knowledge of basic Spanish vocabulary and their ability to conjugate verbs in the preterite tense.
This document is a Spanish vocabulary and verb quiz containing 20 vocabulary words to provide in Spanish or English depending on the word given, and 10 verbs to provide the equivalent in the opposite language of Spanish or English. The quiz tests students' knowledge of common classroom objects, frequency words, and verbs used for common classroom and academic activities.
The document summarizes the Reconquista of Spain, which was the nearly 800-year period when Christian kingdoms gradually recaptured the Iberian Peninsula from the Moors. It provides a timeline of key events, noting that the Muslim invasion began in 711 AD and that the Reconquista was not completed until 1492, when all Muslims and Jews were expelled from Spain. The document also includes background information on how Spain initially came under Muslim control and on the tolerant Moorish kingdom that ruled for several centuries.
This document is a Spanish 1 vocabulary and grammar quiz containing questions about masculine and feminine nouns, adjectives, verbs like "ser" and "gustar," descriptions of clothing items in Spanish, and translations of sentences from English to Spanish. It tests students' mastery of foundational Spanish vocabulary and grammar concepts covered in the textbook.
Arranging the classroom by Stanley Garland, Ed.Stanley Garland
The classroom environment can significantly impact student achievement. The physical layout should allow the teacher to see and easily access all students at all times to monitor learning and provide assistance. It is also important that students can all see instructional areas and have access to needed materials. Distracting objects and crowded, congested seating arrangements should be avoided to maintain student attention on learning. Safety is a consideration, with furniture placement and storage of heavy materials.
This document outlines the discipline plan for the Spanish I/II class at Worth County High School. It explains that students will be expected to commit at least 10 hours per week to studying at home to succeed in the rigorous college preparatory curriculum. The discipline plan has a three-step process involving verbal warnings, parental contact, and referrals for repeated offenses. Certain behaviors like cell phone use, profanity, fighting, or disrespect will result in immediate referral to administration. Students are also prohibited from grooming, sleeping, skipping class, cheating, or damaging school property in the classroom.
The document discusses how to say "going to" in Spanish using the formula "ir + a + infinitive". It provides examples of how to conjugate the verb "ir" and use the infinitive of other verbs, such as "voy a leer" for "I'm going to read". It then gives a quiz with translations of sentences using this formula, such as "Sr. Perez va a estar allí" for "Sr. Perez is going to be there". The document encourages practicing this construction more in class.
This document discusses the "-go" verbs in Spanish, which are a group of verbs that have an irregular yo form ending in "-go". The yo forms are: conozco, hago, pongo, salgo, sé, tengo, traigo, vengo. The other verb forms are regular. Tener and venir are also stem-changing, changing their form in tú, él/ella, and ellos/ellas. Examples of mixing the verb forms are provided.
El documento presenta vocabulario relacionado con el calendario español, incluyendo los días de la semana, meses, estaciones del año, y cómo expresar fechas. Explica que los días de la semana y meses no se capitalizan, y cómo formar oraciones para decir la fecha actual u otras fechas relativas como "mañana" o "la semana pasada". También cubre vocabulario numérico y conceptos como el día del santo en la cultura hispana.
El documento lista diferentes colores como amarillo, blanco, negro, rojo, violeta, rosa, marrón, azul, verde y naranja, así como patrones como a rayas y con puntos. Los colores están enumerados de forma desordenada sin puntuación.
El documento describe diferentes características físicas como los ojos (azules, verdes, marrones) y el pelo (rubio, moreno, castaño, negro, pelirrojo). También especifica peinados como liso, rizado, ondulado y longitudes como corto, mediano y largo.
Este documento presenta una lección sobre comparativos y superlativos en español. Explica cómo formar oraciones comparativas usando más o menos, y superlativas usando el más o el menos. También cubre formas irregulares como mejor, peor, mayor y menor. Luego proporciona ejemplos para practicar comparando y contrastando sustantivos, adjetivos y números.
El documento presenta una tabla de los pronombres demostrativos en español agrupados por género y número. La tabla incluye las formas este/a/os/as, ese/a/os/as, aquel/aquellos/aquella/aquellas que se usan para referirse a personas u objetos cercanos, medios o lejanos respectivamente.
This document discusses direct object pronouns in Spanish. It defines a direct object as the person or thing directly receiving the action of the verb. Direct object pronouns replace direct objects when they are nouns. The correct direct object pronouns to use in Spanish are me, te, lo, la, nos, os, los, and las. These pronouns agree in gender and number with the nouns they replace and are placed directly before the verb. Examples are provided to illustrate their proper use.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
- Feral hogs in Georgia carry diseases like swine brucellosis and pseudorabies that can infect both domestic animals and humans. Hunters and those handling feral hogs should take precautions like wearing gloves and thoroughly cooking meat to prevent transmission.
- Feral hogs cause extensive damage by competing with native wildlife for food and habitat, destroying agricultural crops, and in some cases preying on livestock. Their rooting and wallowing can eliminate rare plant and animal species.
- Effective control methods include shooting, live trapping, and hunting with dogs. Fencing may help protect specific areas but does not eliminate hog populations. The goal on public lands is reduction or elimination of hogs to
Mark Chmura is a former NFL tight end who played for the Green Bay Packers. He is married to Angela Chmura and currently works at ESPN 540 radio station in Wisconsin. Mark had a successful career playing tight end in the NFL for several years with the Green Bay Packers.
El documento explica el verbo "tener" en español, que significa "to have" en inglés. Describe cómo se conjuga "tener" en las diferentes personas y cómo se usa comúnmente en expresiones idiomáticas como "tener años" para indicar la edad. Incluye ejemplos como "Yo tengo cinco años" y "Tú tienes ocho años".
This document is a Spanish vocabulary and verb quiz containing:
1) 15 Spanish vocabulary words to provide in English and vice versa
2) 6 vocabulary words to provide equivalents in the opposite language
3) 6 Spanish verbs to conjugate in the preterite tense
The quiz tests students' knowledge of basic Spanish vocabulary and their ability to conjugate verbs in the preterite tense.
This document is a Spanish vocabulary and verb quiz containing 20 vocabulary words to provide in Spanish or English depending on the word given, and 10 verbs to provide the equivalent in the opposite language of Spanish or English. The quiz tests students' knowledge of common classroom objects, frequency words, and verbs used for common classroom and academic activities.
The document summarizes the Reconquista of Spain, which was the nearly 800-year period when Christian kingdoms gradually recaptured the Iberian Peninsula from the Moors. It provides a timeline of key events, noting that the Muslim invasion began in 711 AD and that the Reconquista was not completed until 1492, when all Muslims and Jews were expelled from Spain. The document also includes background information on how Spain initially came under Muslim control and on the tolerant Moorish kingdom that ruled for several centuries.
This document is a Spanish 1 vocabulary and grammar quiz containing questions about masculine and feminine nouns, adjectives, verbs like "ser" and "gustar," descriptions of clothing items in Spanish, and translations of sentences from English to Spanish. It tests students' mastery of foundational Spanish vocabulary and grammar concepts covered in the textbook.
Arranging the classroom by Stanley Garland, Ed.Stanley Garland
The classroom environment can significantly impact student achievement. The physical layout should allow the teacher to see and easily access all students at all times to monitor learning and provide assistance. It is also important that students can all see instructional areas and have access to needed materials. Distracting objects and crowded, congested seating arrangements should be avoided to maintain student attention on learning. Safety is a consideration, with furniture placement and storage of heavy materials.
This document outlines the discipline plan for the Spanish I/II class at Worth County High School. It explains that students will be expected to commit at least 10 hours per week to studying at home to succeed in the rigorous college preparatory curriculum. The discipline plan has a three-step process involving verbal warnings, parental contact, and referrals for repeated offenses. Certain behaviors like cell phone use, profanity, fighting, or disrespect will result in immediate referral to administration. Students are also prohibited from grooming, sleeping, skipping class, cheating, or damaging school property in the classroom.
The document discusses how to say "going to" in Spanish using the formula "ir + a + infinitive". It provides examples of how to conjugate the verb "ir" and use the infinitive of other verbs, such as "voy a leer" for "I'm going to read". It then gives a quiz with translations of sentences using this formula, such as "Sr. Perez va a estar allí" for "Sr. Perez is going to be there". The document encourages practicing this construction more in class.
This document discusses the "-go" verbs in Spanish, which are a group of verbs that have an irregular yo form ending in "-go". The yo forms are: conozco, hago, pongo, salgo, sé, tengo, traigo, vengo. The other verb forms are regular. Tener and venir are also stem-changing, changing their form in tú, él/ella, and ellos/ellas. Examples of mixing the verb forms are provided.
El documento presenta vocabulario relacionado con el calendario español, incluyendo los días de la semana, meses, estaciones del año, y cómo expresar fechas. Explica que los días de la semana y meses no se capitalizan, y cómo formar oraciones para decir la fecha actual u otras fechas relativas como "mañana" o "la semana pasada". También cubre vocabulario numérico y conceptos como el día del santo en la cultura hispana.
El documento lista diferentes colores como amarillo, blanco, negro, rojo, violeta, rosa, marrón, azul, verde y naranja, así como patrones como a rayas y con puntos. Los colores están enumerados de forma desordenada sin puntuación.
El documento describe diferentes características físicas como los ojos (azules, verdes, marrones) y el pelo (rubio, moreno, castaño, negro, pelirrojo). También especifica peinados como liso, rizado, ondulado y longitudes como corto, mediano y largo.
Este documento presenta una lección sobre comparativos y superlativos en español. Explica cómo formar oraciones comparativas usando más o menos, y superlativas usando el más o el menos. También cubre formas irregulares como mejor, peor, mayor y menor. Luego proporciona ejemplos para practicar comparando y contrastando sustantivos, adjetivos y números.
El documento presenta una tabla de los pronombres demostrativos en español agrupados por género y número. La tabla incluye las formas este/a/os/as, ese/a/os/as, aquel/aquellos/aquella/aquellas que se usan para referirse a personas u objetos cercanos, medios o lejanos respectivamente.
This document discusses direct object pronouns in Spanish. It defines a direct object as the person or thing directly receiving the action of the verb. Direct object pronouns replace direct objects when they are nouns. The correct direct object pronouns to use in Spanish are me, te, lo, la, nos, os, los, and las. These pronouns agree in gender and number with the nouns they replace and are placed directly before the verb. Examples are provided to illustrate their proper use.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
*Concepts, skills, and curriculum standards that are taught in previous units (as well as all of Spanish 1) and chapters in Spanish classes will
continue to be utilized and taught in later units since the students’ knowledge base and fluency in the language will grow and accumulate over
time.
Standard Time Required Activities
MLLII.IP 1A,1B, 1D,
1F
MLII.CCC 5A, 5B
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.INT 2A
MLII.CCC 2A, 2B
MLII.P 1A,1B,1C,1D
MLII.P 2A, 2B
MLII.CU 1A, 1B,1C
MLII.CCC 1A, 1B, 1C
(Unit 1,Weeks 1-6)
Total Unit – 30 days
Talk about where you went and what you did using regular
preterite verbs
Talk about the past using preterite: -car, -gar, and -zar
Discuss leisure time
Comment on airplane travel
Implement the use of irregular preterite: ir, ser, hacer, dar,
and ver
Comment on food
Talk about the past using irregular preterite verbs
Express activity preferences
Discuss fine art and nature of murals
Utilize stem-changing verbs: e~I, u~ue
Discuss cultural differences
Discuss ways to communicate
React to the news
Ask for and give information by utilizing speaking strategies
Talk about things and people you know
Implement the use of adjectives, pronouns, and stem-
changing vers in the preterite
Identify characteristics of neighborhoods
2. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLLII.IP 1A,1B, 1D,
1F
MLII.CCC 5A, 5B
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.INT 2A
MLII.CCC 2A, 2B
MLII.P 1A,1B,1C,1D
MLII.P 2A, 2B
MLII.CU 1A, 1B,1C
MLII.CCC 1A, 1B, 1C
Chp. 1.1
10 days
Talk about where you went and what you did using regular
preterite verbs
Talk about the past using preterite: -car, -gar, and -zar
Discuss leisure time
Comment on airplane travel
Implement the use of irregular preterite: ir, ser, hacer, dar,
and ver
MLLII.IP 1A,1B, 1D,
1F
MLII.CCC 5A, 5B
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.INT 2A
MLII.CCC 2A, 2B
MLII.P 1A,1B,1C,1D
MLII.P 2A, 2B
MLII.CU 1A, 1B,1C
MLII.CCC 1A, 1B, 1C
Chp. 1.2
10 days
Comment on food
Talk about the past using irregular preterite verbs
Express activity preferences
Discuss fine art and nature of murals
Utilize stem-changing verbs: e~I, u~ue
Discuss cultural differences
MLLII.IP 1A,1B, 1D,
1F
MLII.CCC 5A, 5B
MLII.IP 2A
MLII.INT 1A,1B,1C
Chp. 1.3
10 days
Discuss ways to communicate
React to the news
Ask for and give information by utilizing speaking strategies
Talk about things and people you know
3. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.INT 2A
MLII.CCC 2A, 2B
MLII.P 1A,1B,1C,1D
MLII.P 2A, 2B
MLII.CU 1A, 1B,1C
MLII.CCC 1A, 1B, 1C
Implement the use of adjectives, pronouns, and stem-
changing ver in the preterite
Identify characteristics of neighborhoods
Standard Time Required Activities
MLII.IP 1A,1C,1D,1F
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.CCC 4A,4B
MLII.INT 2A
MLII.P 1B,1C,1D
MLII.P 2A,2B
MLII.CCC 5A,5B
MLII.CU 1A,1B,1C
MLII.CCC 1A,1B,1C
MLII.CCC 2A,2B
(Unit 2,Weeks 7-12)
Total Unit - 30 days
Describe childhood experiences
Express personal reactions
Discuss family relationships
Implement the use of possessive adjectives and pronouns
Expand use of reflexive pronouns and verbs
Discuss the pas using the imperfect
Narrate in the past using the preterite and the imperfect
Discuss family celebrations
Talk about activities in progress with the use of progressive
tenses
Interact by expressing approval, disapproval, or astonishment
Order food in a restaurant
Ask for and pay a restaurant bill
Talk about things to do in the city
Review direct, indirect, and double object pronouns
Compare cultural differences in regards to meals and
mealtimes
MLII.IP 1A,1C,1D,1F Chp. 2.1 Describe childhood experiences
4. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.CCC 4A,4B
MLII.INT 2A
MLII.P 1B,1C,1D
MLII.P 2A,2B
MLII.CCC 5A,5B
MLII.CU 1A,1B,1C
MLII.CCC 1A,1B,1C
MLII.CCC 2A,2B
10 days
Express personal reactions
Discuss family relationships
Implement the use of possessive adjectives and pronouns
Expand use of reflexive pronouns and verbs
Discuss the pas using the imperfect
MLII.IP 1A,1C,1D,1F
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.CCC 4A,4B
MLII.INT 2A
MLII.P 1B,1C,1D
MLII.P 2A,2B
MLII.CCC 5A,5B
MLII.CU 1A,1B,1C
MLII.CCC 1A,1B,1C
MLII.CCC 2A,2B
Chp. 2.2
10 days
Narrate in the past using the preterite and the imperfect
Discuss family celebrations
Talk about activities in progress with the use of progressive
tenses
Interact by expressing approval, disapproval, or astonishment
MLII.IP 1A,1C,1D,1F
MLII.IP 2A
MLII.INT 1A,1B,1C
MLII.CCC 4A,4B
MLII.INT 2A
MLII.P 1B,1C,1D
MLII.P 2A,2B
Chp. 2.3
10 days
Order food in a restaurant
Ask for and pay a restaurant bill
Talk about things to do in the city
Review direct, indirect, and double object pronouns
Compare cultural differences in regards to meals and
mealtimes
5. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.CCC 5A,5B
MLII.CU 1A,1B,1C
MLII.CCC 1A,1B,1C
MLII.CCC 2A,2B
Standard Time Required Activities
(Unit 3,Weeks 13-18)
Total Unit - 30 days
Discuss ways to stay fit and healthy
Make suggestions
Talk about daily routines and personal care
Review pronoun placement
Give formal commands using usted/ustedes
Use gestures to convey meaning
Discuss beach activities
Tell someone what to do
Talk about chores
Say if something has already been done
Review affirmative tu commands
Review negative tu commands
Review adverbs ending in -mente
Implement speaking strategies that encourage and discourage
certain behaviors
MLI.1B
MLI.1D
MLI.4A-4B
MLI.1A-1B
MLI.2A-2B
MLI.7A-7B
Chp. 3.1
10 days
Discuss ways to stay fit and healthy
Make suggestions
Talk about daily routines and personal care
Review pronoun placement
Give formal commands using usted/ustedes
Use gestures to convey meaning
6. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLI.9A-9B
MLI.10A-10B
MLI.1B
MLI.1D
MLI.4A-4B
MLI.1A-1B
MLI.2A-2B
MLI.7A-7B
MLI.9A-9B
MLI.10A-10B
Chp. 3.2
10 days
Discuss beach activities
Tell someone what to do
Talk about chores
Say if something has already been done
Review affirmative tu commands
Review negative tu commands
Review adverbs ending in -mente
Implement speaking strategies that encourage and discourage
certain behaviors
MLI.1B
MLI.1D
MLI.4A-4B
MLI.1A-1B
MLI.2A-2B
MLI.7A-7B
MLI.9A-9B
MLI.10A-10B
Chp. 3.3
10 days
Describe time periods
Talk about health and illness
Give advise and use language for problem solving
Use of Hacer with expressions of time
Implement the subjunctive and impersonal expressions
Discuss and discover many cultures that exist inside one
country
Standard Time Required Activities
MLII.IP 1G
MLII.IP 2B
MLII.INT 1D
MLII.CCC 3A
MLII.IP 2D
MLII.CCC 5C
(Unit 4,Weeks 19-24)
Total Unit - 30 days
Talk about travel plans
Persuade others
Describe rooms, furniture, and appliances
Use of the subjunctive to express hopes and wishes
Use of irregular subjunctive forms
Describe your city or town
7. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
Make suggestions
Ask for and give directions
Use of the subjunctive stem changes: -ar, -erverbs
Use of the stem-changing -irverbs in the subjunctive
Use of the subjunctive and the infinitive
Use of cultural strategy to identify characteristics of successful
musical groups
MLII.IP 1G
MLII.IP 2B
MLII.INT 1D
MLII.CCC 3A
MLII.IP 2D
MLII.CCC 5C
Chp. 4.1
10 days
Talk about travel plans
Persuade others
Describe rooms, furniture, and appliances
Use of the subjunctive to express hopes and wishes
Use of irregular subjunctive forms
MLII.IP 1G
MLII.IP 2B
MLII.INT 1D
MLII.CCC 3A
MLII.IP 2D
MLII.CCC 5C
Chp. 4.2
10 days
Describe your city or town
Make suggestions
Ask for and give directions
Use of the subjunctive stem changes: -ar, -erverbs
Use of the stem-changing -irverbs in the subjunctive
Use of the subjunctive and the infinitive
Use of cultural strategy to identify characteristics of successful
musical groups
MLII.IP 1G
MLII.IP 2B
MLII.INT 1D
MLII.CCC 3A
Chp. 4.3
10 days
8. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.IP 2D
MLII.CCC 5C
Standard Time Required Activities
MLII.IP 1G
MLII.IP 2D
MLLII.CU 1B, 1C
MLLII.CCC 2C
MLII.CCC 3A, 3B
MLII.CCC 5A, 5C
MLII.INT 1D
(Unit 5- Weeks 25-30)
Total Unit - 30 days
Describe geographic characteristics
Make future plans
Talk about nature and the environment
Use of the future tense
Use of expressions with por
Nosotros commands
Use of speaking strategies to share personal plans and
feelings
Discuss outdoor activities
Describe the weather
Make predictions
Talk about ecology
Use of the future tense: Irregular forms
Review weather expressions
Use of expressions with para
Comment on conservation and the environment
Talk about how you would solve problems
Choose between por and para
Use of the conditional tense
Use of speaking strategies to identify problems and your
commitment to solving them
9. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.IP 1G
MLII.IP 2D
MLLII.CU 1B, 1C
MLLII.CCC 2C
MLII.CCC 3A, 3B
MLII.CCC 5A, 5C
MLII.INT 1D
Chp. 5.1
10 days
Describe geographic characteristics
Make future plans
Talk about nature and the environment
Use of the future tense
Use of expressions with por
Nosotros commands
Use of speaking strategies to share personal plans and
feelings
MLII.IP 1G
MLII.IP 2D
MLLII.CU 1B, 1C
MLLII.CCC 2C
MLII.CCC 3A, 3B
MLII.CCC 5A, 5C
MLII.INT 1D
Chp. 5.2
10 days
Discuss outdoor activities
Describe the weather
Make predictions
Talk about ecology
Use of the future tense: Irregular forms
Review weather expressions
Use of expressions with para
MLI 5A-5C
MLI.6A-6B
MLI.1A-1B
MLI.2A-2B
MLI.7A-7B
MLI.9A-9B
MLI.10A-10B
Chp. 5.3
10 days
Comment on conservation and the environment
Talk about how you would solve problems
Choose between por and para
Use of the conditional tense
Use of speaking strategies to identify problems and your
commitment to solving them
Standard Time Required Activities
MLII.INT 1D
MLII.CCC 5B, 5C
MLII.INT 2B
(Unit 6- Weeks 31-36)
Discuss jobs and professions
Describe people, places, and things
Complete an application
10. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.CCC 3B
MLII.CCC 5
CMLLII.P 2B
MLII.P 1C, 1D
Total Unit - 30 days Review the present and present progressive tenses
Use of the impersonal se
Use of past participles used as adjectives
Prepare for an interview
Interview for a job
Evaluate situations and people
Review the preterite and the imperfect
Use of the present perfect and the present perfect with
irregular verbs
Talk on the telephone
Report on past, present, and future events
Describe duties, people, and surroundings
Review the future and conditional tense
Use of reported speech
Speaking strategies used to persuade or convince others
Cultural strategies to reflect on music
MLII.INT 1D
MLII.CCC 5B, 5C
MLII.INT 2B
MLII.CCC 3B
MLII.CCC 5
CMLLII.P 2B
MLII.P 1C, 1D
Chp. 6.1
10 days
Discuss jobs and professions
Describe people, places, and things
Complete an application
Review the present and present progressive tenses
Use of the impersonal se
Use of past participles used as adjectives
MLII.INT 1D
MLII.CCC 5B, 5C
MLII.INT 2B
Chp. 6.2
10 days
Prepare for an interview
Interview for a job
Evaluate situations and people
11. Spanish 2 --- Worth County Spanish Dept. Pacing Guide 2013-2014
MLII.CCC 3B
MLII.CCC 5
CMLLII.P 2B
MLII.P 1C, 1D
Review the preterite and the imperfect
Use of the present perfect and the present perfect with
irregular verbs
MLII.INT 1D
MLII.CCC 5B, 5C
MLII.INT 2B
MLII.CCC 3B
MLII.CCC 5
CMLLII.P 2B
MLII.P 1C, 1D
Chp. 6.3
10 days
Talk on the telephone
Report on past, present, and future events
Describe duties, people, and surroundings
Review the future and conditional tense
Use of reported speech
Speaking strategies used to persuade or convince others
Cultural strategies to reflect on music
GPS Curriculum Standards discussed in some/all units or through other resources
Identify commonly held cultural viewpoints. (MLI.7b)
Describe cultural customs and traditions (MLI.7c)
Demonstrate basic geographical knowledge (MLIL.8A)
Apply previously learned skills from other subjects (MLI.8B)
Give information about current events (MLI.11A)
Understand the impact of current events (MLI.11B)
Identify community and internet resources (MLI.12B)
Demonstrate knowledge regarding suggested themes for Level 1 and Level 2
Georgia Performance Standards for Spanish II are discussed in each unit of the designated text as well as through other resources.
Throughout this course, the characteristics of Spanish Language and Culture standards will be incorporated in the classroom activities for each
curricular topic.
Student’s progress will be evaluated and measured according to performance and participation in communication activities,
completion of written assignments, and through regular testing of the covered materials.
Throughout this course, the topics will be assessed through a variety of methods, including pre-tests, unit tests, oral and written performance-
based quizzes, and other varieties of performance-based assessments.