Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
Grades 7-12
Skills and Strategies
Resources
Assessment
First Semester
Review Level 1 Vocabulary and Grammar in Context using Puente Customized Level 1 Review as a source or you may use the Puente District Developed Suggested Activities. Puente
should be used as an additional tool during the first semester.
Theme: La familia y los amigos
Familiares
y
amigos
Exprésate - Level 2
• Teacher developed quizzes
1. Are you able to describe yourself and family
• Descriptions: friends and family
• Online assessment
members in Spanish?
Repaso - Grammar in Context
• Listening Comprehension
 Activities for Communication
2. Are you able to express likes/dislikes in
• Use of possessive adjectives to express possession
quizzes
 Cuaderno de actividades
• Use present tense of regular verbs
• Students will do an acrostic with
Spanish?
 Lab Book
• Use of verb gustar to talk about likes and dislikes
their name and present it to the
 FCAT Preparation Guide
Geocultura: La Ciudad de México
class orally
• Students will do the floor plan of
La rutina diaria
3. Are you able to ask and talk to people about
 Grammar Tutor
their home and present it to the
• Friends and family
their daily routines and activities in Spanish?
 Cuaderno de vocabulario y
class
• Daily activities
gramática
• Students will do a Venn diagram
Repaso - Grammar in Context
comparing likes and dislikes and
• Use of irregular verbs in the present tense: O ⇒ UE – probar,
Technology Resources
present it to the class
E ⇒ IE – preferir, E ⇒ I - pedir
 Exprésate 2 Online
• End of the theme Test
• Use of the reflexive
 BEEP for Students
Comparaciones – Los idiomas en las escuelas
Alternative Assessment:
Los
quehaceres
de
la
casa
 DVD Tutor
• Student portfolio
4. Are you able to talk about your daily chores in
• The house, chores, places to visit
• Picture Sequences
 Interactive Tutor
Spanish?
Repaso - Grammar in Context
• Scoring Rubrics
 Audio Program
5. Can you describe your house in Spanish?
• Use idioms with tener and verbs followed by infinitives
REMEDIATION

Video
Novela:
El
relicario
• Use present progressive to express what is happening right
6. Can you tell what are you doing right now in
o Online tutoring activitiesnow
 Video Cultura
my.hrw.com
Spanish?
Novela - El relicario, Episodio 1
o Online self-test
De
turismo
7. Are you able to say what you or others are
Enrichment
• Travel plans and activities
planning to do during your vacation in Spanish?
Atlas Interactivo Mundial –
Repaso Grammar in context
8. Are you able to tell someone what to do or donʼt • Use Ir a + infinitive to express future
Mexico, students will research the
mountain ranges in Mexico
do in Spanish?
• Use Direct Object pronouns
Students will compare and
• Affirmative/negative informal commands
contrast how Mexico and the US are
Lectura y escritura - Adivinanzas
divided into states and a federal
district.
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IL.1.1, WL.K12.IL.1.5, WL.K12.IL.3.1, WL.K12.IM.3.2, WL.K12.IL.3.4, WL.K12.IM.3.5, WL.K12.IL.4.1, WL.K12.IL.4.2, WL.K12.IM.6.2, WL.K12.IL.6.3, WL.K12.IM.6.2,
WL.K12.IM.8.3, WL.K12.IL.9.1
1
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
1. Are you able to talk about what people do for a
living in Spanish?
2. Are you able to introduce people and respond to
introductions in Spanish?
3. Are you able to say if you know something or
somebody in Spanish?
4. Can you ask/tell someone nationality and
profession in Spanish?
5. Are you able to describe your house in Spanish?
6. Can you name the furniture in your bedroom?
7. Are you able to tell what needs to be done in the
house and complain about what you have to do
in Spanish?
8. Can you talk about the house chores you
already finished in Spanish?
Grades 7-12
Skills and Strategies
Theme: En el vecindario
Los Oficios en el Vecindario
• Professions
• Introductions
Repaso - Grammar in Context
• Use indirect objects and Indirect object pronouns; dar and
decir
Geocultura: Cuzco
¿Qué sabes y a quién conoces?
Repaso - Grammar in context
• Use of saber and conocer
• Use of ser and adjectives of nationality
Comparaciones - Compare professions in different countries
Nuestra casa
• Parts of the house and furniture
Grammar in Context
• Use of ser and estar
• Expressions followed by infinitives
Novela - El relicario, Episodio 2
Los quehaceres de la casa
• House chores
Repaso – Grammar in Context
• Use the preterite of regular verbs, hacer and ir
Leamos y escribamos
• ¿En busca de empleo?
Culture
• Fine Arts: Gladys Martinez Nosiglia
Resources
Exprésate - Level 2
 Cuaderno de vocabulario y
Gramática
 Cuaderno de actividades
 Activities for Communication
 Grammar Tutor
 Lab Book
 FCAT Preparation Guide
Technology Resources
 Exprésate 2 Online
 BEEP for Students
 DVD Tutor
 Interactive Tutor
 Audio Program
 Video Novela – El relicario
 Video Cultura
Assessment
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Students will develop interview
questions to ask their neighbors
or family members their
profession
• Students will draw the floor plan
of their home and present it to the
class
• Students will do a chart explaining
their chores in the house
• End of the theme Test
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
REMEDIATION
o Listening Comprehension practice
o Online tutoring activitiesmy.hrw.com
o Online self-test
o Exprésate Differentiated Practice
Enrichment
Atlas Interactivo Mundial –CuzcoStudents will research the
countries that border Perú and
present the findings to the class
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IL.1.3, WL.K12.IM.1.3, WL.K12.IL.2.4, WL.K12.IL.3.1, WL.K12.IL.3.4, WL.K12.IM.5.4, WL.K12.IL.5.5, WL.K12.IL.6.2, WL.K12.IL.6.4, WL.K12.IL.7.1, WL.K12.IL.8.1
2
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
1. Are you able to ask for and give information
about different places in town?
2. Can you talk about where people meet in town?
3. Can you tell where someone went and what he
or she did in Spanish?
4. Are you able to name stores and what you can
buy in those in Spanish?
5. Are you able to give and follow directions to
places in the city in Spanish?
6. Can you ask for clarification about directions in
Spanish?
7. Can you tell someone what to do in a formal
way in Spanish?
8. Can you tell a friend what to do before and
during a trip?
Grades 7-12
Skills and Strategies
Theme: Los pueblos y las ciudades
Stores and places in a town
• Places to go in town and things to do
Grammar in Context
• Use impersonal and passive se
• Use verbs in the preterite ending in: car,gar,zar
• Use verb conocer
Geocultura: La República Dominicana
Mi pueblo
• Stores and places in a town
Grammar in Context
• Use preterite: andar, tener, venir, dar, and ver
Comparaciones
• Where do people get together in your town?
En la cuadra
• Ordinal numbers
Grammar in Context
• Use formal commands and irregular formal commands
Novela - El relicario, Episodio 3
En la ciudad
• Stores and places in a city
• Asking and giving directions
Grammar in Context
• Use commands with pronouns
• Review informal commands
Leamos y escribamos - El ratón del pueblo y el ratón de la
ciudad
Culture - Fine Arts: Jose Morillo
Resources
Exprésate - Level 2

Cuaderno de actividades

Activities for Communication

Grammar Tutor

Lab Book

Cuaderno de vocabulario y
gramática

FCAT Preparation Guide
Technology Resources

Exprésate 2 Online

BEEP for Students

DVD Tutor

Interactive Tutor

Audio Program

Video Novela El relicario

Video Cultura
Assessment
Assesment:
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Students will do a map of their
city and present it to the class
• Students will develop and present
a dialog using vocabulary from
places in the city
• End of the theme Test
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
• Scoring Rubrics
REMEDIATION
o Listening Comprehension practice
o Online tutoring activities
my.hrw.com
o Online self-test
o Exprésate Differentiated Practice
Enrichment
Atlas Interactivo Mundial –Santo
Domingo
Students will research the cultural
differences among the Greater
Antilles islands. They will present
their findings to the class
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IL.2.1, WL.K12.IL.2.2, WL.K12.IM.2.2, WL.K12.IL.3.1, WL.K12.IM.3.6, WL.K12.IL.3.8, WL.K12.IM.3.8, WL.K12.IL.4.3, WL.K12.IL.4.4, WL.K12.IL.5.4, WL.K12.IL.5.5,
WL.K12.IM.6.1, WL.K12.IM.6.3, WL.K12.IL.6.3, WL.K12.IL.7.2, WL.K12.IL.8.2, WL.K12.IL.8.3
3
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
Grades 7-12
Skills and Strategies
Resources
Assessment
Theme: ¡Mantente en forma!
1. Are you able to talk about sports that you and
your friends practice in Spanish?
2. Can you talk about how things went on a
competition or game in Spanish?
3. Can you say how someone reacted to
something at a certain point in the past?
4. Are you able to talk about getting hurt in
Spanish?
7. Are you able to talk about how you feel?
8. Can you use verbs with reflexive pronouns and
direct objects correctly?
9. Are you able to ask for and give advice in
Spanish?
Los deportes
• Sports
Grammar in Context
• Use irregular verbs in the preterite: ponerse and decir
Geocutura: Miami
¿Cómo te sentiste?
• Emotional reactions
Grammar in Context
• Use stem-changing in the preterite –ir verbs E ⇒ I, O ⇒ U, and
Ser and Estar
Comparaciones
• Do they practice the same sports in schools in Spanish
Speaking countries?
Las partes del cuerpo
• Parts of the body
• Injuries
Repaso - Grammar in Context
• Use verbs with reflexive pronouns and direct object
• Use of past participles used as adjectives
Novela- El relicario, episodio 4
¿Qué te duele?
• Illnesses
• Treatments and advice
Grammar in Context
• Use the preterite of verbs like caer
Leamos y escribamos- Leyendas hispanas del mundo deportivo
Culture - Fine Arts: Tere Pastoriza
Exprésate
Level 2
 Cuaderno de vocabulario y
gramática
 Cuaderno de actividades
 Activities for Communication
 Grammar Tutor
 Lab Book
 FCAT Preparation Guide
Technology Resources
 Exprésate 2 Online
 BEEP for Students
 DVD Tutor
 Interactive Tutor
 Audio Program
 Video Novela El relicario
 Video Cultural
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Students will develop a dialog to
describe different extracurricular
activities in school
• Students will develop bingo cards
using parts of the body
• Students will develop a word wall
using parts of the body and
expressions of illness
• District Developed Midterm
Examination
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
REMEDIATION
o Online tutoring activitiesmy.hrw.com
o Online self-test
o Exprésate Differentiated
Practice
Enrichment
Students will research the
different Hispanic groups living in
Miami and how they have
influenced the development of
Miami
Administer District Developed Midterm Examination
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IM.1.4, WL.K12.IM.2.4, WL.K12.IL.3.1, WL.K12.IM.3.2, WL.K12.IL.3.3, WL.K12.IL.3.7, WL.K12.IM.4.2, WL.K12.IL.5.5, WL.K12.IM.5.5, WL.K12.IM.6.1, WL.K12.IM.6.3
WL.K12.IL.6.3, WL.K12.IM.8.1, WL.K12.IM.9.1.2
4
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
Grades 7-12
Skills and Strategies
Resources
Assessment
Second Semester
Theme: Día a Día: La rutina
1. Are you able to tell your daily routine in
Spanish?
2. Can you say what you could do and couldnʼt do
in Spanish?
3. Are you able to tell others what they have to do
in Spanish?
4. Are you able to tell others when something
belong to you or someone else in Spanish?
5. Are you able to talk about your favorite
pastimes in Spanish?
6.
Can you use negative expressions correctly in
La rutina de la mañana
• Daily routine
Grammar in Context
• Use of poder and traer in the preterite to express the past
Geocultura: San José
Exprésate- Level 2
¡Date prisa!
• Reminding people what to do
Repaso - Grammar in Contest
• Use of verbs with reflexive pronouns and Possessive
pronouns
Comparaciones: Are you on latin time or on-time?
Los pasatiempos
• Pastimes and interests
Repaso - Grammar in Context
• Use of negative expressions –ninguno(a)
Novela: El relicario, episodio 5
 Activities for Communication
Spanish?
7. Are you able to use different expressions of
time in Spanish?
8. Can you use the words pero and sino in a
conversation correctly?
¿Cuánto tiempo hace?
• Time Expressions
Grammar in Context
• Use of time expressions with hace
• Use of Pero and sino
Leamos y escribamos - ¿Televisión o internet?
Culture- Fine Arts: Ezequiel Jiménez
 Cuaderno de vocabulario y
gramática
 Cuaderno de actividades
 GrammarTutor
 Lab Book
 FCAT Preparation Guide
Technology Resources
 Exprésate 2 Online
 BEEP for Students
 DVD Tutor
 Interactive Tutor
 Audio Program
 Video Novela - El relicario
 Video Cultura
Assessment:
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Students will create and present to
the class a chart describing their
daily routine
• End of the theme Test
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
• Scoring Rubrics
REMEDIATION
o Listening Comprehension
practice
o On line tutoring activities my.hrw.com
o Online self-test
o Exprésate Differentiated
Practice
Enrichment
Atlas Interactivo Mundial – San
José –Students will research and
compare/ contrast the culture of
Costa Rica and bordering
countries
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate
surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IM.1.3, WL.K12.IL.3.1, WL.K12.IM.3.7, WL.K12.IL.4.4, WL.K12.IL.4.5, WL.K12.IL.4.6, WL.K12.IL.5.7, WL.K12.IL.6.1, WL.K12.IM.6.1, WL.K12.IM.8.2
5
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
1. Are you able to talk about what you liked to do
when you were a little boy (girl) in Spanish?
2. Are you able to describe your last vacation in
Spanish?
3. Are you able to say what did you dream to be
when you grew up in Spanish?
4. Can you express reciprocal actions in Spanish?
5. Can you explain how your family and friends use
to be like in the past in Spanish?
6. Can you express in Spanish how you felt in
different situations?
7. Are you able to explain how you felt or reacted
to a specific situation in the past in Spanish?
Grades 7-12
Skills and Strategies
Theme: Los recuerdos
La infancia
• Childhood activities
Grammar in Context
• Use of the imperfect tense of regular verbs; verbs ir and ver
Geocultura: Segovia
¿Qué querías ser cuando eras niño?
• Repaso: Professions
Grammar in Context
• Use of verbs with reciprocal actions
Comparaciones- Did your parents use to have the same
interests than you when they were kids?
Una familia española
• Describing people in the past
Grammar in Context
• Use the imperfect tense with of ser and haber
Novela- El relicario, episodio 6
¿Cómo te sentiste?
• Emotional reactions
Grammar in Context
• Express mental and emotional states using the preterite
• Use preterite of creer, leer, construir, oír and caerle a uno
Leamos y Escribamos - “A Margarita Debayle” by Rubén Darío
Culture - FineArts: Joaquin Sorolla y Batista
Resources
Exprésate - Level 2






Cuaderno de vocabulario y
gramática
Cuaderno de actividades
Activities for
Communication
Grammar Tutor
Lab Book
FCAT Preparation Guide
Technology Resources

Exprésate 2 Online

BEEP for Students

DVD Tutor

Interactive Tutor

Audio Program

Video Novela- El relicario

Video Cultura
Assessment
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Students will create with pictures
or using powerpoint a childhood
story and present it to the class
• End of the theme Test
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
REMEDIATION
o On line tutoring activities –
my.hrw.com
o Online self-test
o Exprésate Differentiated
Practice
Enrichment
o Atlas Interactivo Mundial –
Segovia – Students will research
the different mountain ranges in
Spain and present their findings
to the class.
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national
standards.
Benchmarks: WL.K12.IL.3.1, WL.K12.IM.3.1, WL.K12.IL.3.3, WL.K12.IM.3.3, WL.K12.IM.4.3, WL.K12.IL.4.4, WL.K12.IM.4.5, WL.K12.IM.4.6, WL.K12.IL.5.2, WL.K12.IM.5.2, WL.K12.IM.5.3,
WL.K12.IM.5.7, WL.K12.IM.6.1, WL.K12.IM.6.4, WL.K12.IM.7.2
6
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
Grades 7-12
Skills and Strategies
Resources
Assessment
Theme: La comida
1. Are you able to order a meal in a restaurant in
Spanish?
2. Are you able to offer different selections of food
to clients in Spanish?
3. Can you describe how food tastes in Spanish?
4. Are you able to express how much you
like/dislike something in Spanish?
5. Are you able to give or follow instructions on
how to prepare a meal in Spanish?
6. Can you tell what people and things use to be
En el restaurante
• Food
• Vocabulary in a Restaurant
Grammar in Context
• Use of Double object pronouns
Geocultura: El Viejo San Juan
Exprésate - Level 2
 Cuaderno de vocabulario y
gramática
 Cuaderno de actividades
 Activities for Communication
¿Qué tal está la comida?
• Adjectives to describe food
Grammar in Context
• Use of commands with double object pronouns and adverbs
Comparaciones - Whatʼs the typical food for the different
holidays in your country?
En la cocina
• Food preparation
Repaso - Grammar in Context
• Use the imperfect tense in different situations
Novela - El relicario, episodio 7
or prepared in Spanish?
 Lab Book
 FCAT Preparation Guide
Technology Resources
 Exprésate 2 Online
 BEEP for Students
 DVD Tutor
 Interactive Tutor
 Audio Program
 Video Novela- El relicario
like?
7. Are you able to describe how food was cooked
 Grammar Tutor
¿Cómo se prepara la comida?
• Utensils
Grammar in Context
• Use past participles as adjectives
Leamos y escribamos - El sabor de Puerto Rico
Culture -Fine Arts: Ramon Frade
 Video Cultura
Assessment:
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Students will develop a skit about
a scene in a restaurant and
present it to the class
• Students will write a recipe giving
all steps necessary to complete
the meal and present it to the
class
• End of the theme Test
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
REMEDIATION
o On line tutoring activities myhrw.com
o Online self-test
o Exprésate Differentiated
Practice
Enrichment
Ask students to identify and
research the smaller islands
included in the geography of
Puerto Rico and present their
findings to the class
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IL.1.2, WL.K12.IM.1.5, WL.K12.IL.1.6, WL.K12.IM.1.6, WL.K12.IM.2.1, WL.K12.IM.2.3, WL.K12.IL.3.5, WL.K12.IM.4.4, WL.K12.IM.5.1, WL.K12.IL.5.3, WL.K12.IM.9.2
7
Instructional Focus Calendar
Spanish 2- Course #070850
Textbook: Exprésate 2, Holt, Rinehart and Winston, Florida Edition
Essential Question
1. Are you able to talk about trying clothes on in
Spanish?
2. Can you explain how your clothes fit in Spanish?
3. Are you able to describe the last time you went
shopping for clothes in Spanish?
4. Can you say what someone was going to do and
what happened instead?
5. Are you able to bargain in a market in Spanish?
6. Are you able to indicate a goal or purpose of
something in Spanish?
7. Can you describe what are things made out of
in Spanish?
8. Do you know how to use to point out where
people or things are?
Grades 7-12
Skills and Strategies
Theme: Tiendas y puestos
En el probador
• Clothing
• Adjectives to describe cloth
Grammar in Context
• Use of the imperfect and preterit to express what is in
progress
Geocultura: Santiago
La tienda de ropa
• Shopping for clothes
Grammar in Context
• Use ir+ a + infinitive with imperfect and preterite to express
something that was going to happened
• Use comparatives and superlatives
Comparaciones - Does people in USA dress similar than in
Spanish Speaking countries?
El Mercado libre
• Handicrafts
Grammar in Context
• Use the prepositions por and para
Novela - El relicario, episodio 8
Las preferencias
• Jewelry and Materials
Grammar in Context
• Use of demonstrative adjectives and adverbs of place
• Use of adjetives as nouns
Leamos y escribamos - ¿Qué onda está de moda?
Culture - Fine Art: Ana Cortés
Resources
Exprésate - Level 2

Cuaderno de vocabulario y

Cuaderno de actividades

Activities for Communication

Grammar Tutor

Lab Book

FCAT Preparation Guide
gramática
Technology Resources

Exprésate 2 Online

BEEP for Students

DVD Tutor

Interactive Tutor

Audio Program

Video Novela El relicario

Video Cultural
Assessment
Assessment:
• Teacher developed quizzes
• Online assessment
• Listening Comprehension
quizzes
• Group or pair students to develop
a skit in a store then present it to
the class
• Students will describe what each
other is wearing
• District Developed End of the
Year Test
Alternative Assessment:
• Student portfolio
• Projects
• Picture Sequences
• Scoring Rubrics
REMEDIATION
• Listening Comprehension
practice
• Online tutoring activities my.hrw.com
• Online self-test
• Exprésate Differentiated
Practice
Students will research the
different mountain ranges and
bodies of water that surround
Chile and present their findings
to the class
Administer District Developed End of the Year Examination
Standard 1: Interpretive Listening (IL):
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.
Standard 2: Interpretive Reading: (IR):
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.
Standard 3: Interpersonal Communication (IC):
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.
Standard 4: Presentational Speaking (PS):
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.
Standard 5: Presentational Writing (PW):
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.
Standard 6: Culture (C):
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.
Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
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.
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 world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons, and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Benchmarks: WL.K12.IM.1.1, WL.K12.IL.1.4, WL.K12.IL.2.3, WL.K12.IM.2.3, WL.K12.IL.3.6, WL.K12.IM.4.1, WL.K12.IL.5.1, WL.K12.IM.5.3, WL.K12.IL.5.6, WL.K12.IM.5.6, WL.K12.IM.7.1,
WL.K12.IM.9.1
8