Collierville Schools Spanish 2 Honors Scope and Sequence 4th Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Avancemos 2 The vocabulary assessment In the target language, engage in I can have a basic will cover vocabulary 1 3 1.1 – conversations, provide and obtain conversation on a number of A vocabulary list will be related to cooking and food information, express feelings and everyday topics. compiled by the teacher preparation. It includes a emotions, and exchange opinions. and handed out. short reading section about I can ask and answer questions Vocabulary is chosen to how to read a recipe. about factual information that match the theme of the Students will also be given is familiar to me. unit and may come from words in the target language a variety of sources. and will have to define I can use the language to meet those words in the target basic needs in familiar Students will use a language. situations. variety of websites to 1.2 70% – choose their foods for 4.2 30% – I can demonstrate the cooking project. 1.2 Understand and interpret both written understanding of messages of and spoken forms of the target language personal interest. The major assessment, a on a variety of topics. grammar-based assessment, I can understand questions and will cover telling friends simple statements on everyday and family what to do. topics. 1.2 60% – 4.1 40% – I can describe people, 1.3 Present information, concepts, and activities, events, and Students will work in ideas to an audience of listeners or experiences, orally or in groups to complete a 3 part readers on a variety of topics. writing. project on food. They will choose and then research a I can express preferences on food from the target topics of interest. language culture. They will write a paragraph to describe that food, the
Collierville Schools Spanish 2 Honors Scope and Sequence 4th Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) 1 – 3 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 basic needs in familiar situations. I can demonstrate understanding of messages of personal interest. 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. 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. Students will use a variety of websites to choose their foods for the cooking project. The vocabulary assessment will cover vocabulary related to cooking and food preparation. It includes a short reading section about how to read a recipe. 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 telling friends and family what to do. 1.2 – 60% 4.1 – 40% Students will work in groups to complete a 3 part project on food. They will choose and then research a food from the target language culture. They will write a paragraph to describe that food, the