WORLD LANGUAGES CURRICULUM MAP
2016-2017
Spanish - Level 2
Course Number: 0708350
Benchmarks
Standard 1:
Interpretative Listening: The student will be able to understand and interpret information, concepts, and ideas orally from
culturally authentic sources on a variety of topics in the target language.
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations, in familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements of familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presents through a variety of media.
WL.K12.NH.1.5: Demonstrate understanding of simple stories of narratives.
WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations.
Standard 2:
Interpretative Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from
culturally authentic sources on a variety of topics in the target language.
WL.K12.NH.2.1: Determine the main idea from simple texts that contains familiar vocabulary used in context.
WL.K12.NH.2.2: Identify the elements of story such as setting, theme, and characters.
WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places.
WL.K12.NH.2.4: Identify key, detailed information needed to fill out forms.
Standard 3:
Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and
ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the
target language.
WL.K12.NH.3. 1: Engage in short social interactions using phrases and simple sentences.
WL.K12.NH.3.2: Exchange information about familiar tasks, topics, and activities, including personal information.
WL.K12.NH.3. 3: Exchange information using simple language about personal preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.
WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why.
WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement.
WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task.
WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood.
2
Standard 4:
Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of listeners on a
variety of topics in a culturally appropriate context in the target language.
WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.
WL.K12.NH.4.2: Describe aspects of daily life using complete sentences.
WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.
WL.K12.NH.4.4: Present personal information about one’s self and others.
WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.
WL.K12.NH.4.6: use verbal and non-verbal communication when making announcements or introductions.
Standard 5:
Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a
variety of topics in a culturally appropriate context in the target language.
WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar topics using phrases and simple
sentences.
WL.K12.NH.5.2: Write simple statements to describe aspects of daily life.
WL.K12.NH.5.3: Write a description of a familiar experience or event.
WL.K12.NH.5.4: Write personal notes using a variety of media.
WL.K12.NH.5.5: Request information in writing to obtain something needed.
WL.K12.NH.5.6: Prepare a draft on an itinerary for a personal experience or event (such as for a trip to a country where the target
language is spoken).
WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher directed topics.
Standard 6:
Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of the
relationship among practices, products, and perspectives of cultures other than his/her own.
WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of
their characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact
our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target language(s).
3
Standard 7:
Connections: The students will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the
target language.
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines.
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the
target language to reinforce existing content area knowledge.
Standard 8:
Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her
own language(s) and cultures to others.
WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behaviors of the target language by comparing information
acquired in the target language to further knowledge of own language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food,
celebrations, etc.)
Standard 9
Communities: The student will be able to use the target language both within and beyond the school setting to investigate and
improve his/her immediate surrounding for personal growth and enrichment.
WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.
WL.K12.NH.9.1: Use communication tools to establish a connection with a peer from a country where the target language is spoken.
4
Course Number:
0708350
UNIT/ORGANIZING
PRINCIPLE
Spanish II
SANTILLANA, Preliminary Unit – Unit I
Novice High
Pacing: weeks
Qtr. 1, weeks 1-9
PRELIMINARY UNIT OBJECTIVES:
• To express likes and dislikes.
• To describe and identify people.
• To express place and existence.
• To talk about habitual actions.
• To say goodbye.
• To introduce yourself and others.
• To describe physical characteristics
• To talk about feelings.
and personality traits.
• To identify different rooms in the home and their contents
• To give directions to places in the
community.
• To talk about food preferences.
• To simulate a shopping experience.
• To describe daily routines.
•
To identify the symptoms of illness.
• To talk about body parts.
• To describe nature.
• To discuss common remedies.
• To talk about travel and transportation.
ESSENTIAL QUESTION(S):
• ¿Cómo te llamas? ¿Cómo eres?, ¿Cómo estás? ¿De dónde eres? ¿Qué te gusta?, ¿Qué no te gusta? ¿Qué te gusta
comer y beber? ¿Cómo es tu casa? ¿Qué hay en tu casa? ¿Qué haces durante el día? ¿Para qué usas las partes del
cuerpo?
• ¿Te gusta viajar? ¿Cómo vas a lugares?
Structure: ser and estar, adjectives, nouns, article, the verb gustar, adverbs of quantity, regular verbs in the present tense, reflexive verbs,
adverbs that express, frequency.
Vocabulary: greetings and goodbyes, classroom items, physical characteristics and personality traits, emotional states, household items,
foods and drinks, clothing and colors, body parts, symptoms and illnesses, healthy habits and routines, sports and leisure activities, travel
and transportation, city landmarks, nature.
Culture: greetings and introductions, leave-taking and common courtesies.
5
LANGUAGE
SKILLS
Speaking /Interpersonal
LEARNING TARGETS
• Compare information with a classmate.
• Ask and answer guided questions.
• Interview and engage in a conversation
with a classmate.
• Describe people based on a picture.
• Initiate a guessing game with another
student.
NGSSS
BENCHMARKS
WL.K12.NH.1.2
WL.K12.NH.2.4
WL.K12.NH. 3.2
WL.K12.NH.3.3
WL.K12.NH.3.4
WL.K12.NH.3.5
WL.K12.NH.3.6
WL.K12.NH.4.1
WL.K12.NH.5.1
WL.K12.NH.5.2
WL.K12.NH.9.1
RESOURCE
MATERIALS
Preliminary Unit – Act. #’s
in the textbook
• 14, 29
• 37, 38
• 40
• 32
• 3, 6, 19, 20, 23, 25, 26, 42
• 11
YouTube video – Basic greetings
https://www.youtube.com/watch?
v=IvkapUiY_wE
Great website to explore:
http://www.peppyburro.com/
Writing
• Write descriptive sentences or texts.
• Use personal information to respond to an
email.
WL.K12.NH.4.5
• 5, 7, 10, 23
6
Listening
• Interpret a classmate’s answers.
• Understand simple oral descriptions.
• Extract pertinent information from a
classmate’s oral description.
WL.K12.NH.1.1
WL.K12.NH.1.6
WL.K12.NH.3.7
WL.K12.NH.4.2
WL.K12.NH.5.4
WL.K12.NH.5.5
•
2, 3, 10, 19, 25, 30, 34, 35,
36
YouTube video – Descripciones
físicas
https://www.youtube.com/watch?v
=ffALOOF8nsg
Link to worksheet:
http://www.softschools.com/spanis
h/worksheets/printemotions_emoc
iones3.html
Reading
Intercultural
• Understand simple texts that describe
people and/or feelings.
• Understand the key concepts of a written
conversation.
WL.K12.NH.3.1
WL.K12.NH.9.2
• Greetings and introductions.
• Leave-taking and common courtesies
WL.K12.NH.1.4
WL.K12.NH.2.1
WL.K12.NH.5.3
WL.K12.NH.6.1
WL.K12.NH.6.2
WL.K12.NH.6.3
WL.K12.NH.6.4
WL.K12.NH.7.2
• 7, 31
• Vocabulario sections
https://youtu.be/ffAL
OOF8nsg
7
Course Number: 0708350
UNIT/ORGANIZING
PRINCIPLE
Spanish II
SANTILLANA, Preliminary Unit – Unit I
Novice High
Pacing: weeks
Qtr. 1, weeks 1-9
UNIT 1 – OBJECTIVES:
• Students will be able to identify yourself and others.
• Students will be able to describe people.
• Students will be able to express states of being and feelings.
• Students will be able to ask questions.
• Students will be able to use expressions to introduce oneself, to express admiration of someone and to express joy and fun.
• Students will be able to describe family members and personal relationships.
• Students will be able to describe a person’s physical characteristics and personality traits.
• Students will be able to provide personal information.
• Students will be able to make comparisons and use superlatives.
• Students will be able to explore cultural aspects of Central America.
• Students will be able to acquire facts about the geography and history of the countries in Central America.
ESSENTIAL QUESTION(S):
• ¿Quién eres? ¿Cómo es?, ¿Cómo estás? ¿De dónde eres? ¿Qué te gusta?, ¿Qué no te gusta? ¿Cómo es tu familia?
• ¿Cómo es la persona? ¿Eres tan amable como tu padre?
Structure: possessive adjectives and pronouns, adjectives and nouns, comparisons and superlatives, to ask questions: Interrogatives.
Vocabulary: personal introductions, expressing admiration, expressing feelings and emotions, family members and personal relationships,
physical characteristics and personality traits, emotional states and feelings, personal information.
Culture: Central American geography and cultures, Lake Atitlán, godparents, Los garífunas, International System of Measurement,
Honduran linguistic diversity, La gigantona y el enano cabezón, Popol Vuh, Rincón de la Vieja National Park, surnames, National Palace
of Culture in Managua.
8
Speaking/Interpersonal
•
•
•
•
Engage in conversation with a classmate.
Describe people.
Interview a classmate.
Initiate a guessing game with another
student.
• Tell a story to a classmate.
Writing
• Write a paragraph to describe people.
• Write dialogues.
WL.K12.NH.1.2
WL.K12.NH.2.4
WL.K12.NH. 3.2
WL.K12.NH.3.3
WL.K12.NH.3.4
WL.K12.NH.3.5
WL.K12.NH.3.6
WL.K12.NH.4.1
WL.K12.NH.5.1
WL.K12.NH.5.2
WL.K12.NH.9.1
•4, 12, 34, 38, 42, 62, 82
•17, 24, 33
•12, 56, 66, 73, 77, 82
•39, 53, 76
WL.K12.NH.4.5
WL.K12.NH.4.6
WL.K12.NH.5.6
•37, 57, 59, 76
-Write a diagram
-Proyecto – write a short story
(p.78-79)
YouTube video – La Familia
Song
https://www.youtube.com/watch
?v=_T1svGpYS28
Family members vocabulary –
https://www.youtube.com/watch
?v=DjCzY4BsmFI
9
Listening
• Understand simple descriptions.
• Understand questions and sentences
and respond appropriately.
Reading
• Understand the information in a blog, email, or postcard.
• Understand simple texts that describe
people and/or feelings.
Intercultural
• Discuss prior knowledge of Central
America.
• Read about the Mayan legend of creation.
• Read about the use of surnames.
• Research the influence of Mestizos on
Central American cuisine.
WL.K12.NH.1.1
WL.K12.NH.1.6
WL.K12.NH.3.7
WL.K12.NH.4.2
WL.K12.NH.5.4
WL.K12.NH.5.5
Unidad I – activities
• 77, 82
• 23, 36
YouTube video – Descripciones
físicas
https://www.youtube.com/watch
?v=ffALOOF8nsg
WL.K12.NH.3.1
WL.K12.NH.9.2
• 19, 58, 80, 81, Lectura
• 19, 34, 58, 80, 81
WL.K12.NH.1.4
WL.K12.NH.2.1
WL.K12.NH.2.2
WL.K12.NH.5.3
WL.K12.NH.6.1
WL.K12.NH.6.2
WL.K12.NH.6.3
WL.K12.NH.6.4
WL.K12.NH.7.2
• 9, 13, 25, 44, 54, 55, 67
https://youtu.be/ffAL
OOF8nsg
10
Course Number:
Unit/Organizing Principle
Spanish II
Unit 2 – Unit 3
Novice High
Pacing: weeks Qtr. 2, weeks 1-9
UNIT 2 - OBJECTIVES:
• Students will be able to express the progress of an action.
• Students will be able to identify and describe places.
• Students will be able to express habitual actions.
• Students will be able to describe a neighborhood.
• Students will be able to talk about household chores.
• Students will be able to describe the rooms in a house.
• Students will be able to identify the furnishings and fixtures in a room.
• Students will be able to explore cultural aspects of the Caribbean.
• Students will be able to acquire facts about the geography and history of the Caribbean.
ESSENTIAL QUESTION(S):
• ¿Qué estás haciendo? ¿Dónde estás?
• ¿Dónde vives? ¿Qué tienes que hacer en tu casa?
• ¿Qué hay en tu casa? ¿Cómo es tu casa? ¿Qué muebles tienes?
• ¿De qué material son las casas en el Caribe? ¿Qué tipo de música se escucha en el Caribe?
Structure: present progressive tense, present participles, direct and indirect object pronouns, demonstratives.
Vocabulary: expressions used to confirm information, surprise or astonishment, approval and disapproval, the house, household chores, home
furnishings and accessories, home appliances, the neighborhood.
Culture: buildings from the colonial period, Puerto Plata, Serenatas, Las tunas, tourism in the Caribbean, the Antilles.
11
LANGUAGE SKILLS
Speaking/Interpersonal
Writing
LEARNING TARGETS
• Engage in a basic conversation with a
partner.
• Ask and answer questions about the
home and household items.
• Talk to a partner about household tasks.
• Relate the cultural topics to personal
experiences with a classmate.
• Ask and answer questions about
preferences.
• Describe the elements of a picture to a
classmate.
NGSSS
BENCHMARKS
WL.K12.NH.3.3
WL.K12.NH.4.5
WL.K12.NH.8.2
WL.K12.NH.8.3
• Write a conversation.
• Make a list of household items or tasks.
• Write questions to ask a partner.
• Write a responsive e-mail.
RESOURCE MATERIAL(S)
Unit 2 activities • 4, 5, 28, 39, 58, 80, 85
• 13, 19, 23, 24, 32, 35, 50
• 24, 82
• 46, 64, 81
• 38, 56, 85
• 40, 41, 76, 80
Spanish house games:
http://www.myspanishgames.com/fun-Spanishgames/house-game.html
http://www.purposegames.com/game/7953459a
• 3, 42, 60
• 30, 45
• 31
• 55
http://www.senorjordan.com/01-presentprogressive/
http://www.learnspanish.com/lessons/presprog.htm
Listening
• Understand oral descriptions.
• Obtain information from an oral
exchange.
• Demonstrate comprehension of a
conversation.
• Understand a partner’s clues to play a
guessing game.
WL.K12.NH.7.1
WL.K12.NH.8.1
• 28, 31, 39, 45, 49, 72, 74
• 24, 80
• 8, 21, 54, 56, 66, 78
• 32
• 22, 55
12
Reading
Intercultural
• Understand simple texts about the home.
•
9, 14, 20, 29, 33, 46, 51, 64, 68, 73, 81
• Discuss prior knowledge of the
Caribbean.
• Read about traditions of hospitality.
• Read about the tradition of the serenata.
• Research Caribbean music.
• Read about the naming of barrios.
• Read about the Plazas de Armas.
• Discuss the impact of amber on the
Caribbean.
• Research colonial buildings in the
Caribbean
13
Course Number:
Unit/Organizing Principle
Spanish II
Unit 2 – Unit 3
Novice High
Pacing: weeks Qtr. 2, weeks 1-9
UNIT 3 - OBJECTIVES:
• Students will be able to talk about past actions.
• Students will be able to describe clothes.
• Students will be able to talk about places in the community.
• Students will be able to talk about past shopping experiences.
• Students will be able to use expressions that ask about and express knowledge of a fact, expressions that express the order of actions,
and expressions to wish somebody luck.
• Students will be able to list articles of clothing and accessories.
• Students will be able to list stores and businesses.
• Students will be able to explore cultural aspects of the Andean region.
• Students will be able to acquire facts about the geography and history of the countries in the Andean region.
ESSENTIAL QUESTION(S):
• ¿Qué hiciste ayer? ¿Qué llevas puesto?
• ¿Cómo es tu vecindario? ¿Qué compraste en el centro comercial?
• ¿Qué accesorios usas con tu ropa? ¿Cuál es tu tienda favorita? ¿Qué tipo de ropa te gusta más?
Structure: regular -ar verbs in the preterite tense, regular -er and -ir verbs in the preterite tense, irregular verbs ser, ir, decir, tener, estar,
and hacer in the preterite tense, irregular stem-changing -ir verbs in the preterite tense.
Vocabulary: clothing and accessories, fabric and fit, colors and patterns, stores and businesses, shopping, expressions used to ask about
and to express knowledge of a fact, expressions used to express the order of actions, expressions to wish somebody luck.
Culture: La Avenida de los volcanes, traditional clothing and textiles from the Andes, Huancavelica, Los camélidos andinos, El carnaval
de Oruro, El aguayo, un textil tradicional, El mal de altura, Potosí, Los mercadillos, Vale un potosí, The Andean region, Teotihuacán.
14
LANGUAGE SKILLS
LEARNING TARGETS
Speaking/Interpersonal • Engage in conversation with a
NGSSS
BENCHMARKS
WL.K12.NH.2.3
RESOURCE MATERIAL(S)
WL.K12.NH.1.3
• 18
• 20
• 73
• 71, 78
Spanish preterite Rap https://www.youtube.com/watch?v=e6cNc2T0oWE
Verb chart – OJO: it also includes the imperfect
tense
http://musicuentos.com/wpcontent/blogs.dir/1/files/2014/03/simple-verbpack.pdf
classmate.
• Describe clothing.
• Initiate a guessing game with
another student.
• Talk to a classmate about your likes.
• Participate in a guided conversation
with a classmate.
Writing
Listening
Reading
• Write a narrative summary.
• Make a list.
• Take notes on the pertinent
information in a text.
• Write dialogues.
• Understand verbal questions and
respond appropriately.
• Infer meaning from an oral
description.
• Understand the information in a blog,
a diary entry, an e-mail, or an instant
messenger conversation.
WL.K12.NH.1.5
Unit 3 activities • 4, 13, 18, 21, 52, 64, 73, 76, 77
• 29, 77
• 30
• 13, 76
• 35, 39, 46, 67, 77
Clothing practice website:
http://www.mansioningles.com/vocabulario10.htm
• Mini-entrevistas
• 12, 17, 20, 27, 34, 42, 63
Workbook – act. 45
Online Interactive Spanish Listening http://spanish4teachers.org/spanishlisteningactivities/
WL.K12.NH.4.4
• 19, 25, 54, 71
15
Intercultural
• Discuss prior knowledge of the
Andean
Region.
• Discuss the impact of global
warming
on the Andes.
• Read about the role of the
mercadillos.
• Read about the carnaval de Oruro.
•
9, 14, 26, 31, 39, 43, 47, 53, 61, 65, 70, 81
16
Course Number:
Unit/Organizing Principle
Spanish II
Unit 3 – Unit 4
Novice High
Pacing: weeks Qtr. 3, weeks 1-9
UNIT 4 - OBJECTIVES:
• Students will be able to talk about past actions.
•
•
•
•
•
•
•
•
Students will be able to talk about food.
Students will be able to give shopping-related commands.
Students will be able to give commands related to cooking.
Students will be able to communicate in common dining-related situations.
Students will be able to talk about grocery shopping.
Students will be able to talk about utensils and food preparation.
Students will be able to talk about a restaurant experience.
Students will be able to use expressions to order food in a restaurant, expressions to ask a waiter for something, and expressions to ask
for something on the table.
• Students will be able to explore cultural aspects of North America.
• Students will be able to acquire facts about the geography and history of the countries in North America.
ESSENTIAL QUESTION(S):
• ¿Qué hiciste ayer? ¿A dónde fuiste de compras? ¿Qué cocinaste? ¿Cuál es tu restaurante favorito? ¿Qué compraste en el
supermercado? ¿Qué ordenaste como primer plato? ¿Qué ordenaste como segundo plato y de postre?
• Me puede traer un… ¿Cuál es el especial del día? ¿Me puede traer la cuenta? ¿Dónde se celebra el Día de los Muertos y por
qué es importante?
Structure: to express quantity: indefinites, singular
Vocabulary: food, food packaging and actions in the grocery store, utensils, condiments, and food preparation, place settings, food
preparation and flavors, expressions used to order food and to ask for something in a restaurant, expressions used to ask for something
on the table.
Culture: El Día de Muertos, Traditional dishes: two different tortillas, ¿Fruta o fruto? Cacao and chocolate: origin, history, and products, the history of
El Álamo. El chile, cultural aspects of meal times. El mole, los restaurantes tex-mex, the use of tú and usted, North America.
17
LANGUAGE SKILLS
Speaking/
Interpersonal
LEARNING TARGETS
• Engage in conversation with a
classmate.
• Compare information with a
classmate.
• Talk to a partner about your
food likes.
• Talk to a partner about food
preparation.
• Give instructions or advice to a
partner.
NGSSS
BENCHMARKS
RESOURCE MATERIAL(S)
Unit 4 activities • 9, 13, 19, 22, 28, 32, 41, 57, 87
• 14, 24, 42, 58
• 22, 40, 52, 70, 83, 84, 85
• 52, 87
• 55, 57, 75, 79
The following website is a good tool for practicing
pronunciation:
https://www.rocketlanguages.com/spanish/learn/groceriesin-spanish/
http://www.spanish-vocabulary.net/supermarket.html
Writing
Listening
Reading
Intercultural
• Create a menu based on
preference.
• Make a list.
• Understand verbal questions
and respond appropriately.
• Understand the components
and instructions in a recipe.
• Understand simple texts that
describe food and healthy
living.
• Discuss meal times in different
regions and countries.
• 14, 80, Proyecto
• 32, 84
Indefinite articles uses/practice:
http://www.spanishdict.com/topics/show/7
Reference sheet / Articles:
http://www.spanish-reference.com/articles.php
• Mini-entrevistas
Practice activity: http://study.com/academy/lesson/usingspanish-indefinite-articles-practice-activity.html
Canción “Te Busqué” de Nelly Furtado y Juanes –
preterite practice
https://www.youtube.com/watch?v=e00axXZX18c
• Lectura
• 25
18
• Discuss the use of vosotros
and ustedes.
• Discuss the manifestations of a
fusion of cultures.
• Read about the role of the
tortilla in Mexican cuisine.
• Read about the Día de
Muertos.
• Read about the historical role
of the cacao
and its products.
• Research typical Mexican
dishes.
• Read about the historical
significance
of the Alamo.
• 191, 193, 19, 199, 201, 203, 207, 209, 211, 215, 217,
219, 226-227
Guide to Spanish meal names:
http://erikras.com/2012/02/16/a-guide-to-spanish-mealnames/
El Voseo - http://www.happyhourspanish.com/spanishagentina-voseo/
All You Need to Know about Tortillas a Mexican Food
Tradition - http://www.mexgrocer.com/mexcocina-oct1.html
National Geographic – Día de los Muertos
http://nationalgeographic.org/media/dia-de-losmuertos/http://nationalgeographic.org/media/dia-de-losmuertos/
Cacao - http://mexicomaxico.org/dadivas/cacao.htm
Alamo resource http://www.bu.edu/ccsr/files/2011/08/The-Alamo-lessonplan.pdf
19
Course Number:
Unit/Organizing Principle
Spanish II
Unit 5 – Unit 6
Novice High
Pacing: weeks Qtr. 4, weeks 1-9
UNIT 5 - OBJECTIVES:
• Students will be able to describe body parts.
• Students will be able to talk about personal hygiene habits.
• Students will be able to talk about illness and healthcare.
• Students will be able to recommend healthy habits.
• Students will be able to use expressions to get someone’s attention, to talk about people and places, to ask for help,, and to ask about
feelings.
• Students will be able to talk about medical personnel.
• Students will be able to explore certain cultural aspects of Spain.
• Students will be able to acquire knowledge about the geography and history of Spain.
ESSENTIAL QUESTION(S):
• ¿Cómo te sientes? ¿Cuál es tu rutina? ¿Qué personas trabajan en un hospital?
• ¿Qué te duele? ¿Te duele algo? ¿Qué deportes/ actividades haces para mantenerte saludable?
• ¿Qué productos personales compras para la higiene personal? ¿A dónde vas cuando estás enfermo?
• ¿Qué comes y bebes para mantenerte en forma?
Structure: the past participle, adverbs ending in –mente, to make recommendations and to express obligation using the structures hay
que/tener que/deber/necesitar/poder + infinitive.
Vocabulary: body parts, personal hygiene, common ailments and basic remedies, healthcare professionals, healthy habits, expressions
used to get someone’s attention, expressions used to ask for help.
Culture: A universal artist: Pablo Picasso, Cultural aspects of greetings in the Hispanic world, The Catalan language, La Universidad de
Salamanca, Student housing: the colegios mayors, La siesta, Los sanfermines, The Spanish healthcare system and Spaniards’ health,
El gazpacho andaluz, La dieta mediterránea, Un cuadro de Velázquez: Las Meninas, Spain and the Mediterranean,
ventana by Salvador Dalí.
Figura en una
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LANGUAGE SKILLS
Speaking/Interpersonal
Writing
LEARNING TARGETS
• Engage in conversation with a classmate.
• Role-play with a partner.
• Describe people in a visual display to a partner.
• Gain information about a classmate by asking guided
questions.
• Write a passage with personal information and / or
recommendations.
• Create a graphic design to compare a partner’s answers.
Listening
• Interpret a classmate’s answers.
• Obtain information from an oral exchange.
Reading
• Understand simple texts that describe people or places.
• Understand an online article on a particular topic.
Intercultural
• Recognize and distinguish gestures related to saying hello
and good-bye.
NGSSS
BENCHMARKS
WL.K12.NH.2.3
WL.K12.NH.3.8
WL.K12.NH.4.3
WL.K12.NH.1.3
WL.K12.NH.5.7
• 29, 39, 57
• 29, 36, Proyecto
• 9, 65, 70
• 25, 60, 73, 80
• 13, 20, 39, 54, 74
• Read about the function of the colegios mayores.
• Read about the siesta and the extent of the practice.
• Read about the sanfermines.
RESOURCE
MATERIAL(S)
• Unit 5 activities • 1, 4, 63, 70
• 13, 28
• 9, 18, 81
• 34
WL.K12.NH.4.4
• 243, 245, 247, 251,
253, 255, 259, 261,
263, 267, 269, 271,
275, 276-277, 278279, 280-281, 285
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• Read about the Spanish healthcare system.
• Read about the acquisition of prescription medications
in Spain.
• Read about gazpacho andaluz as an example
of a dish appropriate to the climate where it was
first developed.
• Read about statistics related to the health of Spaniards.
• Read about the Mediterranean diet.
• Read about Velázquez and Las Meninas.
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Course Number:
Unit/Organizing Principle
Spanish II
Unit 5 – Unit 6
Novice High
Pacing: weeks Qtr. 4, weeks 1-9
UNIT 6 - OBJECTIVES:
• Students will be able to describe past habits.
• Students will be able to talk about past actions.
• Students will be able to talk about events in the past.
• Students will be able to tell an anecdote in the past.
• Students will be able to talk about travel.
• Students will be able to list items necessary for a trip.
• Students will be able to talk about modes of transportation.
• Students will be able to list parts of trains and airplanes and the people who work in them.
• Students will be able to list parts of an automobile and describe actions related to driving.
• Students will be able to use expressions for checking into a hotel and bank transactions.
• Students will be able to list items in a hotel and items used in a bank, and the people who work at these places.
• Students will be able to explore certain cultural aspects of Colombia and Venezuela.
Students will be able to use expressions to make, accept, and reject suggestions.
ESSENTIAL QUESTION(S):
• ¿Qué solías hacer en las mañanas? ¿Cómo eras de pequeño? ¿Vamos por los desafíos? ¿Qué tal si…? ¿Por qué no…?
• De acuerdo. Perfecto. Fenomenal. Estupendo. No sé… Es que…
Structure: the imperfect tense, irregular verbs in the preterite tense: dar, poder, poner, querer, saber, and venir, to narrate past actions:
the preterite tense or the imperfect tense, to narrate and describe in the past: the preterite tense and the imperfect tense, to determine the
meaning of a phrase based on the verb tense used.
Vocabulary: expressions used to make, accept, and reject suggestions, travel and excursions, travel by bus, actions related to travel,
travel by train and airplane, parts of an automobile, actions related to driving, elements of a hotel, transactions at a bank.
Culture: the legend of El Dorado, El aeropuerto internacional El Dorado, El Museo del Oro de Bogotá, El salto Ángel, the transportation
system in Venezuela, El transporte público: el autobús, ¿Litros o galones?, the use of synonyms in Spanish-speaking countries, the
production and export of coffee in Colombia, the Colombian economy, the continental Caribbean region.
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LANGUAGE SKILLS
LEARNING TARGETS
Speaking/Interpersonal
• Engage in conversation with a classmate.
• Compare information with a classmate.
• Role-play with a partner.
• Discuss the pairs’ challenges.
Writing
• Write a dialogue.
• Write a personal reflection.
Listening
• Understand verbal questions and respond appropriately.
• Determine the legitimacy of an oral text.
• Display understanding of an oral text.
Reading
• Read the participants’ personal reflections.
• Read a conversation.
• Extract the main ideas from a passage.
Intercultural
• Recognize and distinguish mass transit practices in South
America.
• Read about a famous South American legend.
• Read about the role of gold in El Dorado.
NGSSS
BENCHMARKS
RESOURCE
MATERIAL(S)
• Unit 6 activities • 3, 4, 12, 21, 40, 54, 76
• 12, 21, 58, 81
• 22, 62, 66
• 4, 5, 81
• 22, 53, 62, 66
• 21, 79
• 8, 11, 29
• 19, 37
• 25, 34, 44, 47, 73
• 20, 35, 38, 56, 70, 72,
80
• 78
• 7, 20, 43, 61, 65, 82
• 295, 297, 299, 301,
303, 305, 311, 313,
315, 319, 321, 328,
330-333, 337, 338
• Read about dialectal vocabulary differences.
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• Understand the system of measurement used for pumping
gas in South America.
• Read about public transportation in Venezuela.
• Read about the coffee plantations.
• Read about the products that Colombia exports.
• Read information on the Internet about Lake Guatavita and
the legend of El Dorado.
• Research South American foods and influences.
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