Duval County Public Schools
District Curriculum Guide
Grades 9-12
Course: Spanish II
Pacing
Days
Big Idea/Supporting Idea: You and your community
12 days
56 - 67
Topic VI: Chores and Errands
Standards
Objectives
Essential Content
NGSSS:
Students will be able to:
Students will know:
INTERPRETIVE LISTENING:
WL.K12.IM.1.1
Identify the main idea and supporting details on familiar topics
expressed in a series of connected sentences, conversations,
presentations and messages.
WL.K12.IM.1.2
Demonstrate understanding of the main idea and supporting
details of presentations on familiar topics.
WL.K12.IM.1.4
Identify essential information and supporting details on
familiar topics presented through a variety of media.
- Recognize and produce
vocabulary related to
chores and rooms in the
house.
- Words for the chores
they do in various rooms
of their houses and
outside of their houses.
INTERPRETIVE READING:
WL.K12.IM.2.1
Identify the main idea and key details in texts that contain
familiar and unfamiliar vocabulary , used in context.
WL.K12.IM.2.2
Determine the main idea and essential details when reading
narratives, literary selections, and other fictional writings on
familiar topics.
WL.K12.IM.2.3
Identify specific information in everyday authentic materials
such as advertisements, brochures, menus, schedules and
timetables.
INTERPERSONAL COMMUNICATION:
WL.K12.IL.3.4
Exchange information about familiar academic and social
topics including participation in an interview.
WLK12.IM.3.1
Express views and effectively engage in conversations on a
variety of familiar topics.
WL.K12.IM.3.2
Ask and answer questions on familiar topics to clarify
information and sustain a conversation.
WL.K12.IM.3.5
Initiate and maintain a conversation on a variety of topics.
PRESENTATIONAL SPEAKING:
WL.K12.IL.4.2
Describe people, objects, and situations using a series of
sequenced sentences.
WL.K12.IM.4.2
Describe events, plans and actions using logically sequenced
and connected sentences with relevant details.
- Recognize and produce
vocabulary related to
places and points of
interest in their
communities.
- Use time expressions to
state the time and to tell
what time an event takes
place.
- Recognize vocabulary
related to running
errands, including what
they are going to do and
what they have to do.
- Express what they are
going to do and what they
have to do at places
around town.
- Compare and contrast
the open air markets of
Spanish-speaking
countries to the flea
markets of the U.S.
- Use direct object
pronouns appropriately in
the context of doing
chores and running
errands.
- Use the preterite form
of the verbs "ir" and "ser"
in the appropriate
contexts.
- Examine levelappropriate poetry or
literature that contains
preterite forms of "ir" and
Evidence of Learning
(Progression of Standards)
DEVELOPING
- Students recognize the words
for the chores they do in
various rooms of their houses.
- Students recognize the words
- Names of various places for various places in their
in their community.
community.
- When asked the time of day in
- Phrases for telling and Spanish, students be able to
asking time.
understand the question and
provide a correct but short
- Phrases for asking and response.
telling at what time
- When asked at what time they
something takes place.
or someone does an activity,
students understand the
- Names of places to
question and provide a correct
purchase certain items
but incomplete response.
such as sporting
- Students state what activities
equipment or stamps
occur in the various places in a
town (i.e. the library, the doctor
- The difference between or dentist office, and the post
the irregular preterite of office).
“ir” and “ser” in context.
ACHIEVING
- The use of third person - Students produce basic
singular and plural object sentences about doing chores
pronouns in the
in various rooms of their
sentence.
houses.
- Students produce basic
- The irregular preterite sentences about various places
forms of “estar”, “hacer”, in their community.
“poder”, "dar", and
- Students ask the time in
“tener” to express past
Spanish and when asked the
actions.
time of day in Spanish, students
respond correctly, and use
- The importance of the basic sentence structures.
written accent mark for - Students ask at what time
pronunciation
someone does something in
Spanish and when asked that
- The role and function of question, students respond
the Sister Cities
correctly, and use basic
Organization in fostering sentence structures.
understanding and
- Students write a short note or
cooperation in the
email to a friend telling where
international community they went on their errands and
what they did there.
- The importance of open
air markets in SpanishEXCELLING
PRESENTATIONAL WRITING:
WL.K12.IM.5.1
Write narratives on familiar topics using logically connected
sentences with supporting details.
WL.K12.IM.5.2
Write informative texts through a variety of media using
connected sentences and providing supporting facts about the
topic.
WL.K12.IM.5.5
Draft, edit and summarize information, concepts and ideas.
CULTURE:
WL.K12.IM.6.2
Use practices and characteristics of the target cultures for
daily activities among peers and adults.
WL.K12.IM.6.3
Research contributions made by individuals from the target
culture through the arts such as visuals arts, architecture,
music, dance, literature, etc.
WL.K12.IM.6.4
Identify similaities and differences in products across cultures
(e.g., food, shelter, clothing, transportation, music, art, dance,
sports and recreation, language, customs, traditions,
literature).
CONNECTIONS:
WL.K12.IM.7.1
Use expanded vocabulary and structures in the target
language to increase content area knowledge.
WL.K12.IM.7.2
Use previously acquired vocabulary to discuss familiar topics in
other subject areas such as geography, history, music, art,
science, math, language, or literature to reinforce and further
knowledege of other disciplines through the target language.
COMPARISONS:
WL.K12.IM.8.1
Compare language structures and skills that transfer from one
language to another.
WL.K12.IM.8.2
Compare and contrast structural patterns in the target
language and own.
COMMUNITIES:
WL.K12.IM.9.1
Use expanded vocabulary and structures in the target
language to access different media and community resources.
"ser" and differentiate
speaking communities
between the meanings of
the two verbs.
- Recognize and use the
irregular verbs "estar",
"hacer", "poder", "dar"
and "tener" in the
preterite tense in the
context of doing chores
and running errands.
- Students write and speak
about doing chores in various
rooms of their houses using
complete sentences and
expanded vocabulary.
- Students write and speak
about various places in their
community using complete
sentences and expanded
vocabulary.
- Students ask the time in
Spanish and when asked the
time of day in Spanish, they
respond in a complete sentence
and provide a relevant followup using expanded vocabulary.
Duval County Public Schools
District Curriculum Lesson Guide
Grades 9-12
Course: Spanish II
Pacing
Days
Topic VI: Chores and Errands
12 days
56 - 67
Vocabulary &
Structures
ESOL/ESE
Accomodations
Suggested
Days
Objectives
Essential
Questions
Students will recognize ¿Quién hace los
and produce vocabulary quehaceres en tu
related to chores and
casa?
rooms in the house.
¿Qué hay en tu
Students will recognize comunidad?
and produce vocabulary
related to places and
points of interest in
their communities.
COMMON
Realidades 2 Text:
- Speaking Act.1, p. 126 (IM.3.2)
- Writing Act. 2 p. 126 (IM.5.1)
Realidades Practice Workbook:
- Writing Act. p. 49 (IM.3.1)
Higher Order
Questions
Why are community
spaces such as plazas
and parks important
to a city?
THEMATIC
VOCABULARY
- Chores
- Places in the
community
Provide verb charts
for the present tense.
Provide a vocabulary
list.
STRUCTURES
- Hay
- Present tense of
regular and irregular
verbs
ONLINE
- http://quizlet.com/22377590/spanish-community-words-flashcards/
http://www.youtube.com/watch?v=RVKTzNICh0I&safety_mode
=true&persist_safety_mode=1&safe=active&noredirect=1
- Google several images of typical homes in Spain - look at the
architecture, particularly the patios (IM.6.4)
ADDITIONAL
- Divide students into groups of four or five and provide each
group with colored markers, rulers, and banner paper. Provide a
list of places on the board and ask students to design a city and
label the places in Spanish. Upon completion they can make a
brief presentation to the class about their city using only
Spanish. (IL.4.2)
56
Students will use time ¿Qué hora es?
expressions to state the
time and to tell what
¿A qué hora…?
time an event takes
place.
57
Resources & Activities
COMMON
Realidades 2 Text:
- Gramática-Telling time, p. 127 (IM.8.2)
- Writing Act. 3, p. 127 (NH.5.2)
- Speaking Act. 4, p. 127 (IL.3.4)
Realidades 2 Guided Practice Activities:
- p. 90 (IM.8.2)
Realidades 2 Practice Workbook:
- p. 50 (IM.8.2)
ONLINE
- http://www.myspanishgames.com/fun-Spanish-games/tellingtime-game.html (IM.8.2)
- http://www.spanish.cl/Vocabulary/Games/Hora.htm (IM.8.2)
ADDITIONAL
- Have students play Around the Clock by having the first
student say a clock time. The next student adds fifteen minutes
as the game continues around the classroom.
Why do we use the
form “es” with one o’
clock but “son” with
two o’ clock?
What are the
advantages or
disadvantages of
using military time?
THEMATIC
VOCABULARY:
- Time expressions
- Chores
- Places in the
community
STRUCTURES:
- Ser
Draw a clock on the
board and label the
12, 3, 6, and 9 o clock
positions. Label the
"menos" side and the
"y" side. Also label
"cuarto" and "media".
Draw in various times
and help the students
practice saying them
in Spanish.
Students will recognize
vocabulary related to
running errands,
including what they are
going to do and what
they have to do.
¿Qué tienes que
hacer los
sábados?
¿Para qué vas a
(al) ... (el banco,
el correo, la
farmacia, etc.) ?
COMMON
Realidades 2 Text:
- Reading “Fondo cultural” p.128 (IM.2.1)
- Listening Act. 1 & 2, pp.130-31,(IM.1.2)
Realidades 2 Practice Workbook:
- pp. 51-52 (IM.5.1)
Realidades 2 WAV Workbook:
- Listening Act. p. 49 (IM.1.1)
Which vocabulary
words do you
anticipate having
trouble
remembering? Is
there a way that you
can connect them to
something that you
already know?
ONLINE
- phschool.com Web Code:jdd-0002 (IM.8.2)
- Google "El Corte Inglés". (IM.6.4)
58
¿Qué vas a hacer COMMON
en el correo?
Realidades 2 Text:
- Reading, Listening Act. 3, pp.132-33(IM.2.1, IM.1.4)
¿Adónde puedes - Reading “Fondo cultural” p.135 (IM.6.2)
ir para ... (sacar - Writing Act. 4, p.134 (IM.5.5)
un libro, llenar el - Speaking Act. 5, p.134 (IM.3.2)
tanque, etc.)?
- Listening Act. 6, p.135 (IM.1.1)
- Speaking Act. 7, p.135 (IM.3.5)
- Reading, Culture p. 148 (IM.2.1)
Students will compare
Realidades 2 WAV Workbook:
and contrast the open
- Video Act. pp.46-48 (IM.1.4)
air markets of Spanish- Writing Act. p. 52 (IM.5.1)
speaking countries to
Realidades 2 Practice Workbook:
the flea markets of the
- p. 53
U.S.
- Reading Act. p. 54 (IM.2.1)
Have you been to a
flea market? How do
you think it compares
to what you have
learned about open
air markets?
STRUCTURES:
- Tener que +
infinitive
- Ir + a + infinitive
- Ir +al/a la
THEMATIC
VOCABULARY
- Places around town
- Errands and chores
Create a graphic
organizer to show
items purchased at
certain locations.
STRUCTURES
- Tener + que +
infinitive
- Ir + a + infinitive
- Ir + a/al/a la
- Passive voice (se
abre, se cierra)
LINGUISTIC
TERMINOLOGY
- Passive voice = voz
pasiva
ONLINE
- phschool.com Web Code: jdd-0302 (IM.8.2)
- Search for pictures on the internet for important government
buildings, such as a post office, for a comparison. (IM.6.2)
- Show images of open air markets in Spanish-speaking
countries.
59
Provide clipart and
have students create
flashcards for place
vocabulary.
LINGUISTIC
VOCABULARY
- Infinitive = infinitivo
- Cognate = cognado
ADDITIONAL
- Bring in advertisements in Spanish for local stores and
categorize. Also bring in advertisements in English and compare
and contrast with the Spanish articles. (IM.9.1)
- In small groups have students write a chain paragraph about a
morning of errands. One person starts and tells where he/she
goes to do what. The next person tells the next place he/she
goes to do what. (IL.5.2)
Students will recognize
and produce vocabulary
related to running
errands, including what
they are going to do
and what they have to
do at places around
town.
THEMATIC
VOCABULARY:
- Places around town
- Errands and chores
ADDITIONAL
- Play the chain game. The first student asks, “Qué tienes que
hacer el sábado?” The second student responds with an errand
or chore and then asks the original question of the next student.
(IM.3.5)
- Show pictures of stores and their schedules on the doors. Have
students tell at what time stores open and close in Spanish.
Students will use direct ¿Cuándo limpias
object pronouns
la casa? (La limpio
los sábados.)
appropriately in the
context of doing chores
and running errands.
60
COMMON
Realidades 2 Text: - Reading “Fondo cultural” p.137 (IM.6.2)
- Gramática-Direct Object Pronouns, p. 138 (IM.8.2)
- Reading Act. 12, p.138 (IM.2.3)
- Speaking Act. 13, p.139 (IM.3.1)
Realidades 2 Guided Practice Activities:
- pp. 101-02 (IM.8.2)
Realidades 2 Practice Workbook:
- p. 55 (IM.3.2)
Realidades 2 WAV Workbook:
- Writing p. 53 (IM.5.1)
Realidades 2 DVD Program:
- GramActiva Video - Direct Object Pronouns
ONLINE
- phschool.com Web Code: jdd-0304 (IM.8.2)
What are the
differences between
object pronouns and
subject pronouns?
Give examples of
both in context.
THEMATIC
VOCABULARY
- Places around town
- Errands and chores
STRUCTURE
- Direct object
pronouns (lo, la, los,
las)
LINGUISTIC
TERMINOLOGY
- Direct object
pronouns =
Pronombres de
complementos
directos
Use colored markers
on the board to show
the correlation
between the
pronouns and the
nouns.
phschool.com Web Code: jdd 0304 (IM.8.2)
- https://www.youtube.com/watch?v=hVXSusr9nTg (IM.8.2)
- Go to studyspanish.com and go to “direct object pronouns”
practice.
60
directos
ADDITIONAL
-Make a chart with "el quehacer", "cuándo", "dónde", "con
quién", and "qué necesitas". Then make sentences out of the
information on the chart using "tener que". Then have students
get with a partner and talk about what they have to do. (--¿Qué
tienes que hacer el sábado? --Tengo que lavar el perro el sábado
con mi hermanito.) (IM.3.2)
Students will use the
preterite form of the
verbs "ir" and "ser" in
the appropriate
contexts.
¿Cómo fue el
examen de
español?
¿Adónde fuiste
ayer?
Students will examine
level-appropriate
poetry or literature that
contains preterite forms
of "ir" and "ser" (i.e.,
Pablo Neruda "Fui tuyo"
p. 141) and
differentiate between
the meanings of the
two verbs.
COMMON
Realidades 2 Text:
- Gramática-Irregular preterite verbs: ir, ser, p. 140 (IM.8.2)
- Reading Act. 15, p. 140 (IM.2.1)
- Reading Act. 16, p.141 (IM.2.2)
- Speaking Act. 17, p.141 (IM.3.1)
Realidades 2 Guided Practice Activities:
- pp.103-104 (IM.8.2)
Realidades 2 WAV Workbook:
- Audio Act. 6, p. 50 (IM.1.2)
- Writing Act. 12, p. 54 (IL.3.4)
Realidades 2 Practice Workbook:
- p. 56
Realidades 2 FCAT Workbook:
- p. 23 (IM.2.2)
How do you
differentiate
between the verb "to
be" and the verb "to
go" when
communicating in
Spanish?
In the poem "Fui
tuyo" by Pablo
Neruda, do you think
that the poet is still
in love? Why or why
not?
THEMATIC
Use a foldable to
organize the uses of
VOCABULARY
- Places around town the two verbs.
- Errands and chores
STRUCTURES
- Preterite tense of
ser
- Preterite tense of ir
LINGUISTIC
TERMINOLOGY:
- Preterite =
pretérito
ONLINE
- phschool.com/WebCode: jdd-0305 (IM.8.2)
- www.poemas-del-alma.com/pablo-neruda.htm (IM.6.3)
- www.conjuguemos.com (practice irregular verbs) (IM.8.2)
- https://www.youtube.com/watch?v=BiZV9ciAFtQ (IM.8.2)
61
ADDITIONAL
- Tell a short story out loud and have students guess from the
context if you are using a form of “ir” or “ser.” (IM.1.2)
Students will recognize ¿Qué hiciste
and conjugate the
anoche? irregular verbs "estar",
"hacer", "poder", "dar"
and "tener" in the
preterite tense.
62
COMMON
Realidades 2 Text:
- Gramática-Irregular Preterite Verbs: hacer, tener, estar, poder,
dar, p. 142 (IM.8.2)
- Reading, Writing Act.19, p. 142 (IM.2.3)
- Speaking Act. 20, p. 143 (IM.3.2)
Realidades 2 Guided Practice Activities:
- p. 105 (IM.8.2)
Realidades 2 Practice Workbook:
- p. 57 (IM.2.1)
Realidades 2 WAV Workbook:
- Audio Act. 8-9, p. 51 (IM.1.1)
Realidades 2 DVD Program:
- GramActiva Video - Irregular Preterite Verbs: hacer, tener,
estar, poder
ONLINE
- phschool.com Web Code: jdd-0306 (IM.8.2)
- www.conjuguemos.com (verbs > preterite > irregular verbs)
(IM.8.2)
ADDITIONAL
- In small groups using banner paper and markers, students
create sentences in the preterite using the verbs “estar”,
“poder”, “hacer”, “tener”, “dar”, “ir”, and “ser”. Have students
color-code sentence parts.
Compare the
irregular preterite
forms. What patterns
can you find?
THEMATIC
VOCABULARY
- Places around town
- Errands and chores
STRUCTURES
- Irregular preterite
forms of hacer,
tener, estar, poder
and dar
LINGUISTIC
TERMINOLOGY
- Preterite =
pretérito
- Irregular verbs =
verbos irregulares
Use a foldable to
organize the
conjugations of the
verbs.
Students will use the
¿Qué tuviste que
irregular verbs "estar", hacer ayer pero
"hacer", "poder", "dar" no pudiste?
and "tener" in the
preterite tense in the
context of doing chores
and running errands.
COMMON
Realidades 2 Text:
- Reading, Listening, Writing Act. 21, p. 143 (IM.2.1) (IM.1.2)
- Writing Act. 22, p. 143 (IM.5.1)
- Reading “Fondo cultural” p.144 (IM.6.2)
Realidades 2 WAV Workbook:
Writing Act. 13, p. 55 (IM.5.1)
Are there any old
famous
neighborhoods in our
city? Compare and
contrast them to
those of Spain, such
as el Barrio de Santa
Cruz in Sevilla.
ONLINE
- https://www.youtube.com/watch?v=iFUAWMMdE7c (This
song has more irregulars than are introduced in the textbook.
Use it if you want to go ahead and teach a few other irregulars.)
(IM.8.2)
- Google old neighborhoods such as el Barrio de Santa Cruz in
Sevilla, España. Have the students compare older
neighborhoods such as this one with those of their own city.
63
LINGUISTIC
TERMINOLOGY
- Preterite =
pretérito
- Irregular verbs =
verbos irregulares
ADDITIONAL
Write a skit in which a person is calling friends to ask why they
didn't come to his/her birthday party. Everyone has to give an
excuse. Encourage the students to be humorous. (IM.3.5)
Review and Enrichment
COMMON
Realidades 2 Text:
- Listening “The Written Accent” p.144 (IM.8.1)
- Reading, Math Act. 23, p. 145 (IM.7.2)
- Reading pp.146-147 "Ciudades Hermanas"
Realidades 2 Guided Practice Activities:
- p. 106 (IM.2.1)
Realidades 2 Practice Workbook:
-pp.58-59
Realidades 2 FCAT Workbook:
- p. 24 (IM.2.2)
THEMATIC
Use color coded verb
- Places around town charts to show the
- Errands and chores stem and the ending
for the irregular verbs.
STRUCTURES
-Preterite forms of
"estar", "hacer",
"poder", "dar", and
"tener"
-Tener + que +
infinitive
Brainstorm a list of
verbs (in the "yo"
form in the preterite)
that you and your
classmates are most
likely to include in
your presentation.
Why did you select
these verbs?
All previously
learned vocabulary,
structures and
linguistic
terminology in this
chapter.
Show students how to
use a graphic
organizer and guided
practice to prepare
the presentation step
by step.
ONLINE
- www.conjuguemos.com (verbs > preterite tense > irregular
verbs) (IM.8.2)
64
ADDITIONAL
- Students prepare an oral presentation about a day of chores.
They pretend their parents left for the day, and they had to do
all the chores and run all the errands. Student prepare visuals to
go along with their presentation and to help them remember
what they are going to say. (IL.4.2)
Assessment
ASSESSMENT OPTIONS
Allow extended time
Design a test with a listening portion, a reading portion, and a writing portion. Call students up to the teacher's desk to ask a
couple of the essential questions or have a short conversation to assess speaking skills.
Allow student to
present at the
teacher's desk or after
school.
Students do a presentation about a day they had to do all of the chores and errands. (See Activity on Day 64.)
65
Review/Enrichment
66
67
End of Quarter Assessment/Enrichment