Spanish II-Semester 1
Quarter 1
Scope and Sequence
Review Unit - Getting Reacquainted
Unit Length/Unit
theme/ Enduring
understanding
Unit Guiding Questions
Unit length
• About 1-2 weeks
•
Unit theme
• Getting reacquainted
•
Enduring understanding
• Establishing
relationships
requires sharing and
communicating
information about
self and others.
Context
•
•
•
•
•
adjectives
activities/sports
question words
family
weather/seasons
5/31/12
What Spanish do I
remember?
What do I want to
know about others
and what do I want
others to know about
me?
Assessment
•
•
•
Structure
•
•
•
•
ser
present tense
adjectives
questions
interpersonal task:
role-play
meet/greet/share
information about self
interpretive task:
read about/listen to
personal descriptions
presentational task:
present a selfdescription poem
(poema en diamante)
Culture
•
•
cultural perspectives
on introductions
personal relationships
Functions
•
•
•
•
give and request
information
describe
identify
summarize
Resources
District ResourcesRealidades 2
• Para empezar
Other resources
• Internet
• Quia (practice)
• livemocha.com
Spanish II-Semester 1
Quarter 1
Scope and Sequence
Unit 1 - School Life
Unit Length/Unit
theme/ Enduring
understanding
Unit Guiding Questions
Unit length
• About 5 weeks
•
•
Unit theme
• School life
•
What am I studying?
What are my
extracurricular
activities?
What is expected of
me?
How do I succeed in
school?
What and who do I
know?
Enduring understanding
• Academics and
activities reflect
cultural and personal
identities.
•
Context
Structure
•
•
•
•
•
extra-curricular
activities
school rules
class subjects
school objects
Internet activities
•
•
•
•
•
•
•
•
5/31/12
saber/conocer
tener que
hay que
stem-changing verbs
affirmative/negative
words
comparisonstan/tanto
hace +time +que
Assessment
•
•
•
interpersonal task:
conduct/participate in
a survey about school
life
interpretive task:
read an authentic
school progress report
presentational task:
give presentation
about “what I do to be
successful in school”
Culture
•
•
•
•
cultural perspectives
on grading/school
practices
teacher/student
relationships
school rules and
policies
compare
schools/school life in
other countries
Functions
•
•
•
•
describe school policies
identify extracurricular
activities
say who and what you
know
use affirmative and
negative words
Resources
District ResourcesRealidades 2
• Unit 1
• Para empezar (review
of present tense)
Other resources
• Internet
• TSD Spanish language
resources/documents
Spanish II-Semester 1
Quarters 1/2
Scope and Sequence
Unit 2 - Daily Routine and Personal Hygiene to Prepare for an Event
Unit Length/Unit
theme/ Enduring
understanding
Unit Guiding Questions
Unit length
• About 5 weeks
•
Unit theme
• Daily routine and
personal hygiene
• Preparing for events
•
•
Assessment*
Why is it important to •
take care of myself?
How do I take care of
my personal hygiene?
What items do I use
to get ready for a
•
special event?
interpersonal task:
ask/answer questions
about personal daily
routine or preparing
for a special event
interpretive task:
read about/listen to
descriptions about
daily routine or
preparing for a special
event
presentational task:
present personal daily
routine or preparing
for a special event
Enduring understanding
• Daily routines affect
our health and wellbeing.
•
Context
*This is an Integrated
Performance Assessment
Culture
•
•
•
•
•
•
•
reflexive verbs
personal hygiene
items
parts of the body
ordinal numbers
transitions
time
question words
5/31/12
Structure
•
•
•
•
•
•
•
reflexive verbs
present progressive
possessive adjectives
uses of ser/estar
transitions
present tense
questions
•
•
regional and cultural
perspectives on
clothing
cultural
events/celebrations
Functions
•
•
•
•
•
sequence
make plans
identify
compare/contrast
describe daily routine
Resources
District ResourcesRealidades 2
• Unit 2A
• Unit 5B (body parts)
Other resources
• Internet
• Quia.com
Spanish II-Semesters 1/2
Quarters 2/3
Scope and Sequence
Unit 3 - Getting Around a City/Shopping
Unit Length/Unit theme/
Enduring understanding
Unit Guiding
Questions
Unit length
• About 6 weeks
•
Unit theme
• Getting around a city
• Shopping
•
Enduring understanding
• Getting around a city
and knowing how/where
to shop are essential
skills.
Context
•
•
•
•
•
•
•
•
•
directions
places in a city
transitions
shopping
adjectives
comparisons/superlatives
prepositions of location
clothing
running errands
5/31/12
•
•
•
Why do I need to
•
know the layout of a
city?
How do I get around
in a city?
What should I buy?
How do I pay for
•
items?
What are the
cultural norms for
shopping/making
•
purchases?
Structure
•
•
•
•
•
Assessment
affirmative/negative
tú commands
present/preterite
tenses
comparisons and
superlatives
demonstrative
transitions
interpersonal task:
discuss a shopping
trip or give/ask for
directions (using a
map with a specific
location)
interpretive task:
interpret a map
and/or follow
directions
presentational task:
write a Facebook
entry about holiday
shopping
Culture
•
•
•
cultural perspectives
on shopping
differences in city
layouts
transportation
Functions
•
•
•
•
•
•
describe
compare and contrast
make plans
give and request
information
narrate
give opinions
Resources
District ResourcesRealidades 2
• Unit 2B
• Unit 3A/B
Other resources
• Internet
• Google Maps
• livemocha.com
Spanish II-Semester 2
Quarter 3
Scope and Sequence
Unit 4 - Childhood and Children’s Stories
Unit Length/Unit
theme/ Enduring
understanding
Unit Guiding
Questions
Unit length
• About 6 weeks
•
Unit theme
• Reminiscing about
childhood activities
and special events
•
Enduring understanding
• Our childhood
experiences shape
who we are, and
sharing them with
others promotes
global understanding.
•
Context
Structure
•
•
•
•
•
•
•
childhood
adjectives
toys/activities/animals
family/friends
special events
reciprocal verbs
(greetings)
good
manners/behavior
5/31/12
•
•
•
•
•
•
How has my
childhood shaped
who I am today?
What are my
favorite childhood
memories?
What was I like as
a child?
How do children’s
stories differ
throughout the
world?
What makes a
children’s story
universally
appealing?
imperfect tense
preterite tense
preterite vs.
imperfect
reciprocal verbs
Assessment
•
•
•
interpersonal task:
exchange childhood
stories/experiences
interpretive task:
read children’s
stories
presentational task:
create a children’s
story or create a
presentation about
your childhood
Culture
•
•
•
compare childhood
activities/songs/
stories
compare special
events
compare ways
people greet/take
leave and interact
with each other
Functions
•
•
•
•
•
•
retell childhood stories and
experiences
narrate in the past
describe self and others as
children
sequence events
compare/contrast
interpret/analyze
stories/songs
Resources
District ResourcesRealidades 2
• Unit 4
Other resources
• children’s stories/fables
• Internet
• childrensbooksforever.com
• en.childrenslibrary.org
Spanish II-Semester 2
Quarters 3/4
Scope and Sequence
Unit 5 – Accidents, Injuries, Disasters and Emergencies
Unit Length/Unit
theme/ Enduring
understanding
Unit Guiding Questions
Unit length
• About 6 weeks
•
Unit theme
• Accidents, injuries,
disasters and
emergencies
•
•
What constitutes an
•
emergency?
How do I respond
appropriately to an
emergency?
•
How do I react when I
or others are injured in
an accident?
How do disasters affect •
me, my community,
my country, and my
planet?
How can I be an
effective advocate for
accident/injury
prevention?
Enduring
understanding
• How we respond to
emergencies and
disasters affects
our well-being, our
communities and
our planet.
•
Context
Structure
•
•
•
•
•
•
•
•
•
•
•
•
natural disasters
responses to
emergencies
parts of the body
accidents/medical
treatments
medical services
health/wellness
environment
community
media
numbers
weather
time/dates
5/31/12
•
•
•
•
•
Assessment
preterite vs. imperfect
tenses
tú affirmative
commands
exclamations
expressions with tener
interpersonal task:
role-play accident
scene or natural
disaster role-play
interpretive task:
read about/listen to
accidents/natural
disasters
presentational task:
give a news report on
an accident or natural
disaster
Culture
•
•
•
•
•
interactions between
people and their
environment
compare/contrast
health services
responses to
emergencies
and natural disasters
relief efforts
artistic representations
of disasters
Functions
•
•
•
•
•
•
•
•
•
•
distinguish between
formal/informal register
report on emergency
situations/events
describe events
summarize
interpret
give/request
information
identify
issues/problems
investigate
assess
reenact
Resources
District ResourcesRealidades 2
• Unit 5
Other resources
• Internet
• media outlets
• online newspapers
Spanish II-Quarter 4
Scope and Sequence
Unit 6 - Food and Cooking
Unit Length/Unit
theme/ Enduring
understanding
Unit Guiding Questions
Assessment
Unit length
• About 5 weeks
•
What are the culinary
traditions of my
community?
• How is Spanish food
different from the
food I’m familiar
with?
• How do I plan and
prepare a meal?
• How does food
reflect culture?
• How do I prepare a
food dish from a
recipe?
Structure
•
Unit theme
• Food and cooking
Enduring understanding
• Culinary traditions
are unique in every
region throughout
the world.
Context
•
•
•
•
food/beverage
ingredients
cooking utensils
recipes
•
•
•
impersonal se
affirmative/negative
tú commands
transitions
•
•
Culture
•
•
•
•
5/31/12
interpersonal task:
discuss food/beverage
tasting experiences
interpretive task:
read recipes and
(tapas) menus
presentational task:
demonstrate the
preparation of an
authentic
food/beverage recipe
importance of food
Spanish food
food from Latin
American countries
describe customs
related to
food/beverages
Functions
•
•
•
•
•
•
•
describe food
prepare/sample food
identify/describe food
from a variety of
countries
identify
ingredients/utensils
give directions in the
kitchen
follow a recipe
make plans
Resources
District ResourcesRealidades 2
• Unit 7A
Other resources
• Internet
• Spanish-language
recipes