West Windsor-Plainsboro Regional School District
Spanish Grade 2
Unit 1: Vamos a empezar! Content Area: World Language Course & Grade Level: Grade 2 Spanish Summary and Rationale In the first unit of the year, children become acquainted with their teacher, classmates, and classroom. They begin the year by developing interpretive skills (listening and responding physically to the teacher’s directions and instructions). Once they have internalized high frequency expressions, they begin to respond verbally in Spanish when asked personal questions. They begin the unit as Novice Low speakers with little functional ability to communicate. By the end of the unit, many children have progressed to the Novice Mid‐range. As such, they are able to communicate using memorized words and a few phrases to identify familiar objects and respond to very familiar questions about themselves, their classroom, and school friends. Recommended Pacing 40 lessons (40 minutes twice a week) State Standards Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Cumulative Progress Indicator (CPI) CPI #7.1 A Strand A Interpretive Mode Recognize familiar spoken or written words and phrases contained in culturally authentic materials 7.1.NM.A.1 using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 CPI #7.1B Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Cumulative Progress Indicator (CPI) Strand B Interpersonal Mode Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Cumulative Progress Indicator (CPI) 7.1.NM.B.1 7.1.NM.B.2 7.1.NM.B.3 7.1.NM.B.4 7.1.NM.B.5 CPI #7.1C 7.1.NM.C.2 Strand C Presentational Mode Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). 7.1.NM.C.1 7.1.NM.C.5 Instructional Focus
Unit Enduring Understandings: Children will understand that  It is surprisingly important to listen and observe actively when learning another language.  They have to be able to do more than answer questions in order to have a conversation.  They can help classmates and the teacher understand them by using actions and pictures as well as words. Unit Essential Questions:  How can I better understand when I do not know everything I hear?  How can I talk to someone in another language when I am just starting to learn it?  What will help my classmates, my teacher, and others understand me better? Objectives Children will know:  Names of modes of transportation  Commands and instructions for basic classroom behaviors and procedures  How to introduce themselves and others in Spanish  Greetings and leave‐taking expressions  State of being expressions  The numbers 0‐20  The names of a few objects in their classroom  Physical descriptions (parts of the body) Children will be able to:  Talk about how they and their classmates get to and from school and compare those modes of transportation with the ones used by children in Spanish‐speaking countries.  Follow and give instructions for classroom behaviors and procedures.  Follow established classroom practices.  Give their names and the names of their classmates using memorized chunks of language.  Make brief introductions.  Talk about how they and others feel.  Identify objects in the classroom and tell how they are used in a school setting.  Use the numbers 0‐20 to count objects and people in the classroom and to do simple mathematical computations.  Retell a simple story in Spanish about a boy going to school.  Ask and answer some memorized questions  Describe actions that they do with their bodies and classroom objects 
State physical descriptions Resources
Core Text: ‐TPRs and booklet of “Rafael y la mochila” Suggested Resources: http://www.tprstorytelling.com/story.htm (TPRS strategies) http://www.msu.edu/~sandinkr/tprsarticles.htm (Articles on TPRS) http://teachers.net/mentors/software/topic1424/8.05.06.23.52.55.html (clipart) ‐Classroom supplies ‐Videos related to content (miscositas.com) ‐“De que esta hecho un arco iris?” by Betty Ann Schwartz ‐Teacher generated handouts ‐Video “La mochila” (youtube.com) ‐Various books about the seasons ‐Songs and videos from “Professor Parrot speaks Spanish.” ‐Songs (colors, numbers, greetings) ‐Games (guessing/matching/memory) “Asi vamos a la escuela” by Edith Baker ‐Props for modes of transports ‐Visuals for classroom actions and commands ‐“Lola en la biblioteca” by Edith McQuinn Classroom based activities using technology tools (Flip cameras, SmartBoard, Story Book creators, etc.) Unit 2: Mi cumpleanos Content Area: World Language Course & Grade Level: Spanish, Grade 2 Summary and Rationale An important milestone in an elementary child's life is his or her birthday celebration. In this unit, children learn about the similarities and differences between Hispanic birthday parties and celebrations in the United States. Within this context, they learn to tell the date of their and of others' birthdays and talk about the weather and season in which they were born; they talk about parties including the food they eat and activities they perform; they discuss the people they invite to their parties and their relationships; and they compare their celebrations to those of Hispanic children. Recommended Pacing 34 lessons (40 minutes twice a week) State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Cumulative Progress Indicator (CPI) CPI #7.1 A
Cumulative Progress Indicator (CPI) Strand A Interpretive Mode 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Cumulative Progress Indicator (CPI) Strand B Interpersonal Mode CPI #7.1B 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar CPI #7.1C topics or on topics studied in other content areas. Cumulative Progress Indicator (CPI) Strand C Presentational Mode 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus
Unit Enduring Understandings  Birthday celebrations in different countries have many similarities, yet the differences reflect the cultural perspectives of the people.  Listening actively and observing carefully are surprisingly important when learning a language.  Learners do not need to know all the words that they hear because they can convey and interpret meaning through the use of gestures, body language, rephrasing and circumlocution. Unit Essential Questions  How can I talk about my birthday party in Spanish with my teacher and classmates? How many of the words that I hear and see do I need to know? What do I do when I get stuck?  How is my birthday party different from that of a student from a Spanish‐speaking country?  How is my family similar or different from other families? Objectives Students will know:  Culturally appropriate gestures and body language to convey and interpret meaning  Key vocabulary and structures to describe dates, seasons, weather, birthday parties, party decorations, activities, and presents  A few descriptive adjectives and expressions  Numbers from 0 to 31  Expressions to talk about their likes and dislikes  How Hispanic children typically celebrate their birthdays  Names and basic information regarding immediate family members  Names of some pets  Language functions to extend communication beyond isolated words to simple sentences Students will be able to:  Ask and respond to questions about personal information including the date of his/her birthday, age, the season in which it occurs, and typical weather conditions at that time of the year  Talk about their birthday party  Talk about what they like to do at birthday parties  Describe the people who attend the party  Compare characteristics of individuals  Compare and contrast birthday celebrations in Hispanic countries and in the United States  Sing “Happy Birthday” in Spanish  State basic information about their immediate families  Ask and respond to questions regarding basic information pertaining to immediate family members 
Organize language to create high‐frequency phrases and simple sentences Resources
Core Text:  “Mi cumpleanos” by Esther Torres Suggested Resources:  “La Piñata Perfecta”by Kyle Dominguez  Large colored pictures of 4 scenes from the story  Birthday party decorations and materials  Plastic flyswatters for matamoscas  Calendars  Visuals for weather and seasons  “A Letter to Amy” by Ezra Jack Keats  Teacher generated manipulatives and group kits for interpersonal activities (days of the week, months, seasons, birthdays, family)  “Descrube el espanol con Santilliana”…Mi fiesta de cumpleanos  “Bad Dog Marley” by Grogran and Cowdrey  Songs and dances (days of the week; Macarena for months of the year; Feliz cumpleanos)  Teacher generated handouts  Classroom based activities using technology tools (Flip cameras, SmartBoard, Story Book creators, etc.)