CURRICULUM MAP. Spanish Three

Size: px
Start display at page:

Download "CURRICULUM MAP. Spanish Three"

Transcription

1 CURRICULUM MAP Spanish Three MONTH ESSENTIAL QUESTIONS TOPIC CONTENT (Terminology) Aug.-beg. Review september What are some key structural rules and important vocabulary I have previously learned? *present tense-ar verbs *ir, dar, estar *present tense of ser *agreement of nouns, articles, and adjectives *present tense of er and ir *tener *possessive adjectives *stem-changing verbs *verbs like aburrir, interesar, and gustar *present tense of irregular verbs *ser and estar *reflexive verbs *preterite tense *direct object pronouns SKILLS STANDARDS ASSESSMENT *describe the school day *purchase school supplies *describe clothing while shopping *describe another person *talk about family *describe the inside of a house or apartment *shop for food at the market *talk about sports *talk about air travel *talk about daily routines *talk about minor illness *talk about the doctor's office *talk about winter and summer activities All standards will be covered during this review section. Informal assessment of strengths and weaknesses including oral, written, and aural exercises to begin personalization of instruction. 1

2 September *How do I use common office machines and explain to others how to use them? *How do I make phone calls when I am in a Spanish-speaking country? *What is appropriate phone etiquette? *How do I talk about my childhood? Telecommunications *Computer *Fax *Telephone *Telephone etiquette *Carmen Tordesillas, a future engineer *The telephone card in Spain *The cellular telephone in the Spanish-speaking *Advances in computer technology *talk about computers, , the Internet, faxes, and telephones *talk about past habitual and routine actions *describe people and events in the past *make and receive telephone calls in Spanish Standard 3.2 *roll play conversation with operator *leave/take message for a friend who is not home when you call *Describe what used to occur when you were young *Imperfect tense of ar verbs *Imperfect tense of er and ir verbs *Uses of the imperfect tense 2

3 October *Where can clothes be purchased? *How do I communicate specific ideas and desires with those who work in clothing stores? *How do stores and shopping differ in other countries from the USA? Stores *Men's clothing and apparel *Women's clothing and apparel *Food *Quantities, prices, and sizes *Shopping in the Spanish-speaking *The traditional market at Chichicastenango *The science of marketing *Vistas de Chile *shop for apparel and food in Spanish-speaking countries *ask for the quantities and sizes you want *find out prices *talk about different types of past actions *talk in general terms about what is done *talk about shopping practices in Spanish-speaking countries *roll play shopping for self, friend, and for gifts *discuss fit, color, and sizes of clothes *Preterite versus imperfect *Two actions in the same sentence *Verbs such as querer and creer in the past *The passive voice with se 3

4 November *How do I talk about activities I do by myself and with friends? *What is another way to express the future tense? *How do I compare things and people and/or use superlatives? pastimes *Board games and hobbies *Activities in the park *Sunday in the park in Spanishspeaking countires *Chapultepec Park, Mexico, D.F. *Palermo Park, Buenos Aires *Game arcades in the Spanishspeaking *Domino *Literary genres in Spanish *Isabel Allende *talk about popular hobbies and games *talk about activities in the park *give details about location *talk about what will happen in the future *compare objects and people *describe your favorite pastime *talk about pastimes in Spanishspeaking countries Standard *Describe what activities you do with friends and family *Tell where you see yourself in the future and what you will be doing *The future tense *Comparatives and superlatives 4

5 December *How do I check into a hotel? *Who works in a hotel and what do they do there? *How do I get items I need, or that my room is missing while at a hotel? *What do hotels look like in various Spanishspeaking countries? In a hotel *Hotel *Inns (paradors) Spain *Youth hostels in the Spanishspeaking *Hotel de la Reconquista, Oviedo, Spain *Physical fitness *Irregular verbs in the future *Indirect and direct object pronouns in the same sentence *check into and out of a hotel *ask for things you may need while at a hotel *talk about future events *refer to previously mentioned people or things *talk about lodging in the Hispanic Standard 3.2 *Roll play checking into hotel *talk about what is usually located in a hotel room and request missing items 5

6 January *What are some air travel specific terms I may need while on an airplane? *Do I remember how to purchase an airline ticket, check-in, and go through customs? *How do I request items I may need while on the airplane and resolve problems which may arise? airport/flight *Airplane *Airport *Geographical terms *El Alto Airport and La Paz, Bolivia *La Paz, El Alto, and Lake Titicaca *Capitan Emilio Carranza: A Mexican hero *The geography of Spain *Vistas de Costa Rica *talk about air travel *discuss the influence of geography on travel in Latin America *talk about things that would happen under certain conditions *talk about air travel in Hispanic countries Standard 1.2*Communicati on *roll play airline ticket purchase/checkin/customs with an emphasis on indepth air travel. *describe written and oral a scene inside an airplane *The condition of regular verbs *The condition of irregular verbs *Two object pronouns with se 6

7 February *How do I communicate specific injuries or pain? *How do I tell about events which has happened? *What are some specific technical terms used in a hospital and/or emergency room? *How do I compare equal things? Medical emergencies *Minor accidents *Parts of the body *Emergency hospital care *Medical practitioners in remote areas of the Spanish-speaking *Buena Vista Hospital *Contemporary medical problems *Medical terms in Spanish *The present perfect *Irregular participles *Making comparisons of equal value *talk about accidents and medical problems *talk about hospital stays *discuss things that you and others have done recently *compare things with like characteristics *talk about health care in various areas of the Spanish-speaking Standard 1.1*Communicati on *Describe accident and physical injuries using technical *Describe a stay in the hospital *Tell about what you have just done recently *Compare people or objects in class 7

8 March *What terms and activities occur in a city which are distinct from those which occur in the country side or on a farm/ranch? *What is seen and done typically in a city? *What is seen or done typically in the countryside, farm or ranch? City and Country *Life in the city *Life in the country *Buenos Aires, Argentina *Lima, Peru *Santa Fe, New Mexico *The demography of Latin America *The imperfect progressive *Placement of object pronouns *Demonstrative adjectives and pronouns * talk about life in the city *talk about life in the country *describe things that were happening *refer to things already mentioned *indicate where things are located *talk about some cities in the Spanish-speaking Standard 3.2 *Describe a day in your life if you lived in a larger city. *Describe a day in you life if you lived on a rural farm. *Describe a scene from a city and one from the country. 8

9 April *How do I talk about food preparation? *What types of utensils or appliances are needed to make a variety of foods? *How do I tell formal or a group of people what to do? Hispanic Kitchen *Kitchen appliances *Kitchen utensils *Foods and Food preparation *A recipe for paella *Tomato: Food or poison? *The origin of corn and potatoes *A healthy diet *Formal imperative: Regular forms *Formal imperative: Irregular forms *Placement of object pronouns *talk about food preparation *give commands *refer to people and thing previously mentioned *prepare some regional specialties *talk about the origin of several foods *Describe how to make traditional Spanish meal including ingredients, kitchen appliances, and commands in the directions. *Describe a kitchen scene 9

10 May *What do I need to know if I want to drive a car in a Spanish-speaking country? *What are some key terms needed to ask for and give directions? *How do I tell someone or a group of people not to do something? *How do I explain that various pars of the car aren t working or are broken? Travel by Car *Automobile and driving *Service station *Giving directions on the road and in the city *The Panamerican Highway *Parking your car in Spanishspeaking countries *Spanish traffic signs *Pollution and the environment *Vistas del Peru *The familiar imperative: Regular forms *The familiar imperative: Irregular forms *Negative imperatives *talk about cars and driving *give directions on the road *tell family and friends what to do and what not to do *talk about highways in the Hispanic *Tell the different parts of a car *Give directions to various places in Vermillion *Give advice of what not to do in various situations *Discuss differences in US highways and highways in the Hispanic 10

Unit Outline Time Content Classical Strategies/ Instruction

Unit Outline Time Content Classical Strategies/ Instruction Latin II Unit Plan and Curriculum Map Course Overview: In Latin II, students refine reading skills in Latin as well as continue to strengthen their English reading and vocabulary skills through vocabulary

More information

Houghton Mifflin Harcourt Avancemos!, Level correlated to

Houghton Mifflin Harcourt Avancemos!, Level correlated to Houghton Mifflin Harcourt Avancemos!, Level 1 2013 correlated to Foreign Language of Learning for Virginia Public Schools (2007), Spanish I PERSON TO PERSON COMMUNICATION SI.1 The student will exchange

More information

High School. Prentice Hall. Realidades Arkansas Foreign Language Curriculum Frameworks for High School Spanish 2 High School

High School. Prentice Hall. Realidades Arkansas Foreign Language Curriculum Frameworks for High School Spanish 2 High School Prentice Hall Realidades 2 2008 High School C O R R E L A T E D T O Arkansas Foreign Language Curriculum Frameworks for High School Spanish 2 High School Spanish II Foreign Language Framework Revised 2007

More information

Spanish 1, 3 rd edition Lesson Plan Overview

Spanish 1, 3 rd edition Lesson Plan Overview Spanish 1, 3 rd edition Lesson Plan Overview Chapter 1 * 1 2 Introducción xii xvii 3 Objetivos comunicativos Optional: Present Isaías 6:3b Los saludos, las presentaciones y las despedidas 4 Greeting and

More information

Latin I Unit Plan and Curriculum Map Course Overview:

Latin I Unit Plan and Curriculum Map Course Overview: Latin I Unit Plan and Curriculum Map Course Overview: In Latin I, students begin acquiring reading skills in Latin as well as strengthening their English reading and vocabulary skills through vocabulary

More information

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5)

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5) (Grade 6) I. Gather, Analyze and Apply Information and Ideas What All Students Should Know: By the end of grade 8, all students should know how to 1. Read, view, listen to, and evaluate written, visual,

More information

High School. Prentice Hall. Realidades Arkansas Foreign Language Curriculum Frameworks for High School Spanish 1 High School

High School. Prentice Hall. Realidades Arkansas Foreign Language Curriculum Frameworks for High School Spanish 1 High School Prentice Hall Realidades 1 2008 High School C O R R E L A T E D T O Arkansas Foreign Language Curriculum Frameworks for High School Spanish 1 High School Spanish I Foreign Language Curriculum Framework

More information

RGS Classics Department: Classical Civilisation Course Summary

RGS Classics Department: Classical Civilisation Course Summary RGS Classics Department: Classical Civilisation Course Summary 2015-6 Timing 3 rd Year 4 th Year 5 th Year 6 th Form 7 th Form Autumn Foundation: An introduction to Rome: Origins of Rome; Early History

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five correlated to Illinois Academic Standards English Language Arts Late Elementary STATE GOAL 1: Read with understanding and fluency.

More information

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL)

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations Prentice Hall Literature: Timeless Voices, Timeless Themes, The American Experience 2002 Northwest R-I School District Communication Arts Curriculum (Grade 11) LISTENING AND VIEWING: CA 5 Comprehending

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators Houghton Mifflin English 2004 Houghton Mifflin Company correlated to Tennessee Learning Expectations and Draft Performance Indicators Writing Content Standard: 2.0 The student will develop the structural

More information

Table of Contents 1-30

Table of Contents 1-30 No. Lesson Name 1 Introduction: Jonah Table of Contents 1-30 Lesson Description Welcome to Course B! In this lesson, we ll read selections from the first chapter of Jonah and use these verses to help us

More information

GRAMMAR IV HIGH INTERMEDIATE

GRAMMAR IV HIGH INTERMEDIATE GRAMMAR IV HIGH INTERMEDIATE Revised June 2014 Note: NEW = teachers should expect the grammar point to be new to most students at that level who have followed the ELI curriculum. Overview: The primary

More information

Champion Teacher Index

Champion Teacher Index Champion Teacher Index academic language 43-44, 66, 68, 71, 79, 89-90, 91-92, 106, 110, 115, 125, 132, 135, 136, 141-142, 163-164, 170, 172, 177, 178, 194-195, 202, 204, 209-211, 227, 234, 237, 242-243,

More information

SEVENTH GRADE RELIGION

SEVENTH GRADE RELIGION SEVENTH GRADE RELIGION will learn nature, origin and role of the sacraments in the life of the church. will learn to appreciate and enter more fully into the sacramental life of the church. THE CREED ~

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

Greek and Roman Studies

Greek and Roman Studies Department of Classical Languages University of Peradeniya Diploma in Greek and Roman Studies 1 Semester Course Code Course Title Prerequisites Status (C/ O) No. of Credits PROGRAM STRUCTURE POSTGRADUATE

More information

Episode 3 Into All The World PRESIDENT MIGUEL TENORIO, BOLIVIA

Episode 3 Into All The World PRESIDENT MIGUEL TENORIO, BOLIVIA Episode 3 Into All The World PRESIDENT MIGUEL TENORIO, BOLIVIA Hello, my name is Reed Nielsen and I am a professor of Church history and doctrine at Brigham Young University in Provo, Utah where I teach

More information

Manifest Destiny and the Growing Nation

Manifest Destiny and the Growing Nation Manifest Destiny and the Growing Nation How justifiable was U.S. expansion in the 1800s? P R E V I E W Your teacher will display a painting that is also reproduced at the beginning of this lesson in the

More information

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47 A. READING / LITERATURE Content Standard Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale Reading

More information

Objectives French 3 Discovering French Nouveau! Rouge

Objectives French 3 Discovering French Nouveau! Rouge Week # First 9 Weeks 1 Unité Partie Introduction p.1-3 1-3 Reprise A Rappel 1, 2, 3 p.4-11 4-5 Reprise B Rappel 4, 5, 6 p.12-21 Objectives French 3 Discovering French Nouveau! Rouge Cultural Context: Les

More information

StoryTown Reading/Language Arts Grade 3

StoryTown Reading/Language Arts Grade 3 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use knowledge

More information

Prentice Hall. Conexiones Comunicación y cultura North Carolina Course of Study for High School Level IV

Prentice Hall. Conexiones Comunicación y cultura North Carolina Course of Study for High School Level IV Prentice Hall Conexiones Comunicación y cultura 2010 C O R R E L A T E D T O SECOND LANGUAGES :: 2004 :: HIGH SCHOOL LEVEL IV HIGH SCHOOL LEVEL IV Students enrolled in this course have successfully completed

More information

Faculty of Oriental Studies. Setting conventions for the MSt in Jewish Studies,

Faculty of Oriental Studies. Setting conventions for the MSt in Jewish Studies, Faculty of Oriental Studies Setting conventions for the MSt in Jewish Studies, 2017-18 The formal procedures determining the conduct of examinations are established and enforced by the University Proctors.

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Oregon Language Arts Content Standards (Grade 8) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7) Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

TE Teacher s Edition PE Pupil Edition Page 1

TE Teacher s Edition PE Pupil Edition Page 1 Standard 4 WRITING: Writing Process Organization and Focus Find ideas for writing stories and descriptions in conversations with others, and in books, magazines, school textbooks, or on the Internet. Discuss

More information

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s)) Prentice Hall Literature Timeless Voices, Timeless Themes Copper Level 2005 District of Columbia Public Schools, English Language Arts Standards (Grade 6) STRAND 1: LANGUAGE DEVELOPMENT Grades 6-12: Students

More information

Arkansas English Language Arts Standards

Arkansas English Language Arts Standards A Correlation of ReadyGEN, 2016 To the To the Introduction This document demonstrates how ReadyGEN, 2016 meets the English Language Arts Standards (2016). Correlation page references are to the Unit Module

More information

Note: NEW = teachers should expect the grammar point to be new to most students at that level who have followed the ELI curriculum.

Note: NEW = teachers should expect the grammar point to be new to most students at that level who have followed the ELI curriculum. GRAMMAR V ADVANCED Revised June, 2014 Note: NEW = teachers should expect the grammar point to be new to most students at that level who have followed the ELI curriculum. Overview: Level V grammar reviews

More information

GCSE MFL (French / Spanish / Italian) Personalised Learning Checklist: Reading and Listening (Summer exams)

GCSE MFL (French / Spanish / Italian) Personalised Learning Checklist: Reading and Listening (Summer exams) Paper Read through all the questions on the paper Highlight command words e.g. Who/what/where etc Highlight key words e.g.school, hobbies Annotate paper with vocab you expect to hear Take note of question

More information

Difference Between SER and ESTAR

Difference Between SER and ESTAR Hagerup 1 Kristina Hagerup Learning and Teaching 451R Self-Reflection #2 Grammar March 24, 2009 Difference Between SER and ESTAR For this lesson on grammar, I decided to teach the difference between the

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 9

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 9 Houghton Mifflin English 2001 Houghton Mifflin Company correlated to Reading Comprehension IOWA TESTS OF BASIC SKILLS Forms M Level 9 ITBS Content/Process Skills Houghton Mifflin English 2001 Constructing

More information

Affirmative Sentences: -Sujeto + verbo principal

Affirmative Sentences: -Sujeto + verbo principal Tense is used to describe habitual actions that occur with some frequency and makes no reference to whether it is happening in the present. -Sujeto + verbo principal. -Sujeto + verbo auxiliar ("to do")

More information

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8 Houghton Mifflin Harcourt Collections 2015 Grade 8 correlated to the Indiana Academic English/Language Arts Grade 8 READING READING: Fiction RL.1 8.RL.1 LEARNING OUTCOME FOR READING LITERATURE Read and

More information

StoryTown Reading/Language Arts Grade 2

StoryTown Reading/Language Arts Grade 2 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Read regularly spelled multi-syllable words by sight. 3. Blend phonemes (sounds)

More information

Religion Oral How I see Jesus

Religion Oral How I see Jesus IMAGE OF JESUS Year 10 Religion TASK: You are to present before the class your personal image of Jesus. CRITERIA: Your presentation must Include references to Mark's Gospel /7 Show an understanding of

More information

New! Based on ACTFL s alignment of the National Standards for Learning Languages Correlation of Common Core State Standards Levels 1 & 2

New! Based on ACTFL s alignment of the National Standards for Learning Languages Correlation of Common Core State Standards Levels 1 & 2 New! 2014 Correlation of Common Core State Standards Levels 1 & 2 Based on ACTFL s alignment of the National 800-328-1452 www.emcschool.com/teb New Four-Level French Program 2014 Common Core State Standards

More information

U.S. Territorial Acquisitions,

U.S. Territorial Acquisitions, G E O G R A P H Y C H A L L E N G E U.S. Territorial Acquisitions, 1803 1853 B R I T I S H 130 W C A N A D A E A T G R MO UN TA INS N UNITED STATES, 1800 IA N S P L A I N San Francisco Boston New York

More information

H THE STORY OF TEXAS EDUCATOR GUIDE H. Student Objectives TEKS. Guiding Questions. Materials

H THE STORY OF TEXAS EDUCATOR GUIDE H. Student Objectives TEKS. Guiding Questions. Materials H C H A P T E R F I V E H A GROWING SENSE OF SEPARATENESS Overview Chapter 5: A Growing Sense of Separateness begins at the entrance of the Second Floor exhibits and stretches through Stephen F. Austin

More information

The EMC Masterpiece Series, Literature and the Language Arts

The EMC Masterpiece Series, Literature and the Language Arts Correlation of The EMC Masterpiece Series, Literature and the Language Arts Grades 6-12, World Literature (2001 copyright) to the Massachusetts Learning Standards EMCParadigm Publishing 875 Montreal Way

More information

LATIN 20. Course Overview. communicate with others? How do I understand what others are trying

LATIN 20. Course Overview. communicate with others? How do I understand what others are trying LATIN 20 Description Latin 20 is a 2 credit course which meets daily. In this course, students will continue to learn vocabulary, grammar structures and Roman customs and civilization while reading more

More information

ADAIR COUNTY SCHOOL DISTRICT GRADE 03 REPORT CARD Page 1 of 5

ADAIR COUNTY SCHOOL DISTRICT GRADE 03 REPORT CARD Page 1 of 5 ADAIR COUNTY SCHOOL DISTRICT GRADE 03 REPORT CARD 2013-2014 Page 1 of 5 Student: School: Teacher: ATTENDANCE 1ST 9 2ND 9 Days Present Days Absent Periods Tardy Academic Performance Level for Standards-Based

More information

VERBAL TENSES REVIEW. Present

VERBAL TENSES REVIEW. Present VERBAL TENSES REVIEW Present PRESENT SIMPLE AFFIRMATIVE: The Present Simple is the base form of the verb (=infinitive), except for the 3 rd person singular, which ends in s / -es. NEGATIVE: It is formed

More information

Graduate Diploma in Theological Studies

Graduate Diploma in Theological Studies 1 Graduate Diploma in Theological Studies Note The modules listed below may not all be available in any particular academic year, though care will be taken to ensure that students continue to have a range

More information

DELILAH ROSANNA YODER A$D JAMES LaVERN HERSCHBERGER MISSING PERSONS IN ECUADOR

DELILAH ROSANNA YODER A$D JAMES LaVERN HERSCHBERGER MISSING PERSONS IN ECUADOR DELILAH ROSANNA YODER A$D JAMES LaVERN HERSCHBERGER MISSING PERSONS IN ECUADOR James and Delilah left the United States of America for Mexico the latter part of January 1976, traveled through Central America,

More information

Correlation to Georgia Quality Core Curriculum

Correlation to Georgia Quality Core Curriculum 1. Strand: Oral Communication Topic: Listening/Speaking Standard: Adapts or changes oral language to fit the situation by following the rules of conversation with peers and adults. 2. Standard: Listens

More information

Latin Alive! Book 2 Yearlong

Latin Alive! Book 2 Yearlong Latin Alive! Book 2 Yearlong 2014-15 Grade Level: Grades 7-12 Class Dates: Tuesday and Thursday, September 9 May 21 Class Time: 3:30 4:45 p.m. (EST) Instructor: Gaylan DuBose E- mail: gaylan1004@yahoo.com

More information

Correlation to Georgia Quality Core Curriculum 2004 Spanish Foreign Language

Correlation to Georgia Quality Core Curriculum 2004 Spanish Foreign Language Correlation to Georgia Quality Core Curriculum 2004 Spanish Foreign Language Subject Area: Spanish Level III Textbook Title: Navegando 3 Publisher: EMC/Paradigm Publishing Item Topic Standard Correlation

More information

Reflexive Pronouns GRAMMAR

Reflexive Pronouns GRAMMAR Reflexive Pronouns GRAMMAR Content In this lesson you will learn how to use reflexive pronouns. Learning Outcomes You will learn the rules of reflexive pronouns. You will learn to use everyday examples

More information

Reading Standards for All Text Types Key Ideas and Details

Reading Standards for All Text Types Key Ideas and Details Reading Standards for All Text Types Key Ideas and Details 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details and Catholic beliefs in

More information

LEVEL 5. Arlette. Koalatext.com FRIENDS LEVEL ARLETTE. Timetable. Los Angeles

LEVEL 5. Arlette. Koalatext.com FRIENDS LEVEL ARLETTE. Timetable. Los Angeles Koalatext.com FRIENDS LEVEL 5 ARLETTE Timetable Los Angeles 1 I LIVE IN... s le e g n A Los S.A. California, U. IDAHO CALIFORNIA UTAH EEUU LOS ANGELES Images: www.pachd.co m ARIZONA PACIFIC OCEAN 2 3 MONDAY

More information

AUXILIARIES AND MODALS

AUXILIARIES AND MODALS AUXILIARIES AND MODALS I-Auxiliaries: According to Encyclopedia Britannica, an auxiliary is a helping element, typically a verb, that adds meaning to the basic meaning of the main verb in a clause. Auxiliaries

More information

Lesson 2: Traditions. P toilet paper roll

Lesson 2: Traditions. P toilet paper roll People Around the World -> 2: Traditions Getting Started Lesson 2: Traditions? Big Ideas P How are people from different cultures the same and different? P How does a person's culture affect his or her

More information

Muslim Innovations and Adaptations

Muslim Innovations and Adaptations Muslim Innovations and Adaptations What important innovations and adaptations did medieval Muslims make? Think of some ways in which your life is influenced by cultures in other parts of the world. Consider

More information

Saturday, May 25 - Arrival Day!! Arrive in Cusco on May 25th between 11:30 AM and NOON.

Saturday, May 25 - Arrival Day!! Arrive in Cusco on May 25th between 11:30 AM and NOON. SACRED JOURNEY TO PERU WITH NAUGHTY SHAMAN ADVENTURES Saturday, May 25 - Arrival Day!! Arrive in Cusco on May 25th between 11:30 AM and NOON. DAY 1 We board our bus, and travel through the Sacred Valley

More information

FUTURE FORMS SIMPLE FUTURE

FUTURE FORMS SIMPLE FUTURE FUTURE FORMS Introduction There are a number of different ways of referring to the future in English. It is important to remember that we are expressing more than simply the time of the action or event.

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

4.7 Constructing Categorical Propositions

4.7 Constructing Categorical Propositions 4.7 Constructing Categorical Propositions We have spent the last couple of weeks studying categorical propositions. Unfortunately, in the real world, the statements that people make seldom have that form.

More information

Modal verbs. Certain, probable or possible

Modal verbs. Certain, probable or possible Modal verbs There is a further set of auxiliary verbs known as modal verbs or modal auxiliary verbs. These combine with other verbs to express necessity, possibility, intention, or ability. The modal auxiliary

More information

PRESENT SIMPLE PRESENT CONTINUOUS PAST SIMPLE PRESENT PERFECT SIMPLE. ANGLEŠČINA slovnica. The Present Simple is used to talk about:

PRESENT SIMPLE PRESENT CONTINUOUS PAST SIMPLE PRESENT PERFECT SIMPLE. ANGLEŠČINA slovnica. The Present Simple is used to talk about: PRESENT SIMPLE The Present Simple is used to talk about: ANGLEŠČINA slovnica a) actions done regularly or frequently, ofte with adverbs like never, seldom, occasionally, sometimes, often, usually and always:

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Four. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 10

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Four. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 10 Houghton Mifflin English 2001 Houghton Mifflin Company correlated to Reading Comprehension IOWA TESTS OF BASIC SKILLS Forms M Level 10 ITBS Content/Process Skills Houghton Mifflin English 2001 Constructing

More information

Texas Empresario Packet

Texas Empresario Packet Texas Empresario Packet Name 7- Texas Empresario Simulation Selecting Land and People When Stephen F. Austin took over his father s job of creating an Anglo colony in Texas, he was faced with two difficult

More information

Missionary Report and Update July and August 2015

Missionary Report and Update July and August 2015 Missionary Report and Update July and August 2015 We are putting these two months together so that once we get to Canada we will be able to focus on our transition back: buying furniture, car etc., and

More information

Houghton Mifflin ENGLISH Grade 5 correlated to West Virginia Instructional Goals and Objectives

Houghton Mifflin ENGLISH Grade 5 correlated to West Virginia Instructional Goals and Objectives Listening/Speaking 5.1 distinguish difference between listening and hearing 5.2 recognize and exhibit oral communication skills (e.g., pitch, tone, rate) 5.3 identify and correct usage errors in oral communication

More information

ACADEMY FOR WORKING CHILDREN

ACADEMY FOR WORKING CHILDREN Name: Step 1 1 I can count from 1 to 50 1 I know how to wash my hands properly 2 I can write until 50 2 I can jump 20 times 3 I can add numbers until 10 3 I can make an airplane with a piece of paper 4

More information

Horacio Aguirre was interviewed by Julian M. Pleasants In Miami, Florida on August 22,

Horacio Aguirre was interviewed by Julian M. Pleasants In Miami, Florida on August 22, FNP- 64 Aguirre, page 1 HORACIO AGUIRRE Horacio Aguirre was interviewed by Julian M. Pleasants In Miami, Florida on August 22, 2002. P: Why did you decide to start a newspaper in Miami? A:... Miami,...

More information

2. The mother.. the baby to make him stop crying. a. hugged b. sailed c. improved d. wandered

2. The mother.. the baby to make him stop crying. a. hugged b. sailed c. improved d. wandered االسئلت ف ( 7 ) صفحبث دولت الكى ج وزارة الخرب ت مىطقت األحمذي الخعل م ت الخىج ه الفى للغت االوجل س ت امخحبن الصف الثبمه- وهب ت الفخرة الذراس ت الثبو ت -2016 2017 / المجبل الذراس : اللغت األجىب ت األولى

More information

MISSIONS. Cross Cultural Discipleship Experiences. A program of VidaNet 2019 YOUTH MISSION TRIP MANUAL

MISSIONS. Cross Cultural Discipleship Experiences. A program of VidaNet 2019 YOUTH MISSION TRIP MANUAL 2019 YOUTH MISSION TRIP MANUAL MISSIONS Cross Cultural Discipleship Experiences A program of VidaNet Table of Contents Introduction to Vida Missions 3 Vida Mission s Statement of Purpose 3 Our Goals for

More information

Manifest Destiny Unit Text Chapter 13

Manifest Destiny Unit Text Chapter 13 Manifest Destiny Unit Text Chapter 13 8.58 Describe the concept of Manifest Destiny and its impact on the developing character of the American nation, including the purpose, challenges and economic incentives

More information

SCIENCE AUGUST / SEPTEMBER / OCTOBER

SCIENCE AUGUST / SEPTEMBER / OCTOBER What does the rock look like? How much water and land are on Earth? What is on Earth? What are rocks and soil? What changes land? How do people use natural resources? What is the sun? What causes day and

More information

Rhode Island College

Rhode Island College Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development

More information

Section Preview. Manifest Destiny. Section1

Section Preview. Manifest Destiny. Section1 Section Preview As you read, look for: the concept of manifest destiny, the westward expansion of the United States, and vocabulary terms: manifest destiny, annex, and skirmish. Below: Revolting against

More information

Correlates to Ohio State Standards

Correlates to Ohio State Standards Correlates to Ohio State Standards EDUCATORS PUBLISHING SERVICE Toll free: 800.225.5750 Fax: 888.440.BOOK (2665) Online: www.epsbooks.com Ohio Academic Standards and Benchmarks in English Language Arts

More information

Department of Arabic

Department of Arabic Department of Arabic All B.A. B.Sc. Classes Language Syllabus (2014 2015 onwards) 1 DEPARTMENT OF ARABIC Proficiency in Arabic is a gateway to avail job opportunities in Gulf and Middle East countries.

More information

OBJETIVOS DE INGLÉS DE CUARTO

OBJETIVOS DE INGLÉS DE CUARTO 1 CONSEJERÍA DE EDUCACIÓN CEIP EL ZARGAL C/ Zargal s/n; 18190 CENES DE LA VEGA Telfs. 958893177-78 ; FAX 958893179 18001792.averroes@juntadeandalucia.es OBJETIVOS DE INGLÉS DE CUARTO ÍNDICE Contenido ÍNDICE...

More information

Adverb Clause. 1. They checked their gear before they started the climb. (modifies verb checked)

Adverb Clause. 1. They checked their gear before they started the climb. (modifies verb checked) Adverb Clause # dependent Clause # Used as an adverb # where, when, how, why, to what extent, or under what conditions # introduced by subordinating conjunctions such as if, because, before, than, as,

More information

UNIVERSIDAD AMÉRICA LATINA Estudios Universitarios Abiertos de México Bachillerato General en la Modalidad No Escolarizada

UNIVERSIDAD AMÉRICA LATINA Estudios Universitarios Abiertos de México Bachillerato General en la Modalidad No Escolarizada UNIVERSIDAD AMÉRICA LATINA Estudios Universitarios Abiertos de México Bachillerato General en la Modalidad No Escolarizada Breviario Temático Integral INGLÉS IV CUARTO MÓDULO 2011 SESSION 1 USE OF THE

More information

Texas Education Agency TAKS and TEKS Standards Passwords: Social Studies Vocabulary

Texas Education Agency TAKS and TEKS Standards Passwords: Social Studies Vocabulary CURRICULUM ASSOCIATES, Inc. United States History Studies Since Reconstruction Standards (TAKS in bold) 1.A identify the major eras in U.S. history from 1877 to the Present and describe their defining

More information

WEST COBB GROUP CURRICULUM

WEST COBB GROUP CURRICULUM WEST COBB GROUP CURRICULUM Session 1: I Will Be A Functioning Church Member Key Takeaway Membership in a local church is important in the life of the believer and is important for the effective functioning

More information

comparative clauses (pachot m (less than)/ yoter m (more than)); superlatives (hachi (most) and beyoter (the most))

comparative clauses (pachot m (less than)/ yoter m (more than)); superlatives (hachi (most) and beyoter (the most)) ADVANCED Bishvil Ha-Ivrit 5 Unit 1: Be a Sport! Hachi Hachi definitions of sport; ways to improve world records; sports in Jewish sources; the attitude of Judaism to sports; the character of a sports fan;

More information

GENERAL EDUCATION AND TRAINING

GENERAL EDUCATION AND TRAINING GENERAL EDUCATION AND TRAINING ENGLISH HOME LANGUAGE NOVEMBER 2015 PAPER 2 GRADE 8 NUMBER OF PAGES: 8 MARKS: 60 DURATION: 2 HOURS NAME OF LEARNER: GRADE: NAME OF SCHOOL: INSTRUCTIONS 1. ANSWER ALL QUESTIONS

More information

Unreached Peoples Research Form

Unreached Peoples Research Form Unreached Peoples Research Form Answer as many items as possible, but please do not feel all fields must be entered before submitting this form. Even a small amount of information is very helpful! Please

More information

Hispanic Members of the Presbyterian Church (U.S.A.): Survey Results

Hispanic Members of the Presbyterian Church (U.S.A.): Survey Results Hispanic Members of the Presbyterian Church (U.S.A.): Survey Results Teresa Chávez Sauceda May 1999 Research Services A Ministry of the General Assembly Council Presbyterian Church (U.S.A.) 100 Witherspoon

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 Correlated to: West Virginia English Language Arts IGO s (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 Correlated to: West Virginia English Language Arts IGO s (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 West Virginia English Language Arts (Grade 8) Listening/Speaking 8.1 identify and correct usage errors in oral communications

More information

Hispanic Mennonites in North America

Hispanic Mennonites in North America Hispanic Mennonites in North America Gilberto Flores Rafael Falcon, author of a history of Hispanic Mennonites in North America until 1982, wrote of the origins of the Hispanic Mennonite Church. Falcon

More information

Inglês CHAPTERS 13 to 14

Inglês CHAPTERS 13 to 14 1. Fill in the blank with the appropriate modal verbs (can, could / may, might / shall, should / must / had better / ought to / have to). Write all possible answers, but do NOT use will or would. a) please

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to

More information

Non-chronological Report 1 Purpose: to describe characteristics/to inform

Non-chronological Report 1 Purpose: to describe characteristics/to inform Non-chronological Report 1 Purpose: to describe characteristics/to inform Examples: a report on dinosaurs or general life patterns and habitats of plants and animals, a guidebook or a description of a

More information

Unit 6 Transformation of Sentences

Unit 6 Transformation of Sentences English Two Unit 6 Transformation of Sentences Objectives After the completion of this unit, you would be able to understand clauses. compare all kinds of sentences. transform sentences. Overview: Lesson

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: Spanish GRADE LEVEL: 9-12 COURSE TITLE: Spanish 1, Novice Low, Novice High COURSE CODE: 708340 SUBMISSION TITLE: Avancemos 2013, Level 1 BID ID: 2774 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER

More information

SYLLABUS ENGLISH CLASS 6 TH FOR HEARING IMPAIRED STUDENTS PUNJAB TEXT BOOK BOARD, LAHORE 2013

SYLLABUS ENGLISH CLASS 6 TH FOR HEARING IMPAIRED STUDENTS PUNJAB TEXT BOOK BOARD, LAHORE 2013 SYLLABUS ENGLISH CLASS 6 TH FOR HEARING IMPAIRED STUDENTS PUNJAB TEXT BOOK BOARD, LAHORE 2013 Lesson No: 01 Fair Dealing of the Holy Prophet Hazrat Muhammad 1. Translation of the following paragraph into

More information

Pre AP Reading Questions Part 1 Ch. 1-6

Pre AP Reading Questions Part 1 Ch. 1-6 Kim Pg. 1-4 Pre AP Reading Questions Part 1 Ch. 1-6 Focus: characterization, setting, point of view, summary Answer all questions in complete sentences unless asked to list, fill in the blank, or multiple

More information

The overarching goal to achieve is:

The overarching goal to achieve is: Name: Susan Bennitt Subject Area: Spanish IV - Language and Civilization Grade Level: 11-12 Number of lessons: 2 Time frame to allow for Unit: Lesson one Mapping, one 55 minute period. Lesson two Myths

More information

CBC YOUTH COSTA RICA 2017

CBC YOUTH COSTA RICA 2017 CBC YOUTH COSTA RICA 2017 What is missions NOT? 1. NOT for your RESUME! This is not a trip for you to add something extra on your resume to make you look awesome. If you just want volunteer hours, please

More information

English Language Arts: Grade 5

English Language Arts: Grade 5 LANGUAGE STANDARDS L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1a Explain the function of conjunctions, prepositions, and interjections

More information

For the Life of the World December 2015, Volume Nineteen, Number Four

For the Life of the World December 2015, Volume Nineteen, Number Four Concordia Theological Seminary, Fort Wayne December 2015, Volume Nineteen, Number Four From Kazakhstan to Fort Wayne to Odessa: Ukrainian Bishop a CTSFW Graduate By Timothy C. J. Quill Spanish-Speaking

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six. correlated to. TerraNova, Second Edition Level 16

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six. correlated to. TerraNova, Second Edition Level 16 Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six correlated to TerraNova, Second Edition Level 16 01 Oral Comprehension Demonstrate both literal and interpretive understanding of passages

More information

By the Time Viewing relative progress or completion

By the Time Viewing relative progress or completion By the Time Viewing relative progress or completion By the time vs. when (future) BY THE TIME By the time relates a future time that is the "window" for viewing the progress or completion of the activity

More information