COURSE OF STUDY UNIT PLANNING GUIDE
FOR:
SPANISH 2
5 CREDITS
1 FULL YEAR
GRADE LEVELS: 9-12
PREPARED BY:
JOCELYNE BULLER
RYANNE HUTCHINSON,
ASST. PRINCIPAL & SUPERVISOR
WORLD LANGUAGES
REVISED JULY 2015
Aligned to the 2014 NJCCCS
DUMONT, NEW JERSEY
B.O.E ADOPTED AUGUST 20, 2015
Spanish* 2 - Grade 10 - Full Year -5 Credits
(Prerequisite: Language 1) *Spanish - Grade 9 - Full Year - 5 Credits (Prerequisite: Successful completion of Spanish 1 grade 7, 8)
Classes are conducted in the foreign language with somewhat greater emphasis on reading and writing, listening, understanding, but
conversational ability is still stressed. Culture (holidays, folksongs, etc.) is introduced.
COURSE REQUIREMENTS AND EXPECTATIONS
A.
Tests and Quizzes - 60% of the grade
Tests will be given periodically at times to be determined by the teacher. Tests are announced in advance and may be written or oral.
Quizzes may be given at any time without advance notice, and may be either written or oral.
B.
Homework - 15% of the grade
Written homework will be given regularly and will be collected and evaluated by the teacher for completeness, neatness, and
accuracy. Reading and study assignments may also be given.
C.
Classwork - 25% of the grade
The teacher will evaluate each student's participation during the class period. The grade will be based on speaking ability,
comprehension, questions asked and answered, and other indications of positive participation.
D.
Final Examination
Full-Year Courses
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Final
Weighting
22.5% of final grade
22.5% of final grade
22.5% of final grade
22.5% of final grade
10% of final grade
Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are
allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with
the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.
TEXTBOOK: BUEN VIAJE!
Buen Viaje! (McGraw Hill/Glencoe c. 2008) is a junior/senior high school textbook, which provides a broad focus on oral
communication and seeks to establish the development of cultural awareness in students. Emphasis is placed on building a strong
grammar base, with step-by-step presentation of new structures, the thematic introduction of new vocabulary and a focus on dailylife topics. Extensive practice is provided through numerous and varied oral, written and listening comprehension exercises set in
meaningful situational and personalized contexts. The program presents a whole approach to learning the language.
Extensive supplemental materials, which enhance the textbook, include audio/visual materials, workbooks, overhead transparencies,
activity worksheets, technology projects and assessment tools.
This textbook has been examined and found to be free of racial, ethnic, religious and cultural bias.
At the Middle School level, the study of Spanish I is extended over a two (2) year period (grades seven (7) and eight (8)). In grade
seven (7) material in the Preliminary Lesson as well as Chapters One (1), Two (2) and Three (3) should be covered. In grade
eight (8). Chapters Four (4), Five (5) and Six (6) should be covered.
This will allow for all students entering Spanish II at the High School level to have a common base of knowledge. With this in
mind, Chapter Seven (8) through Chapter Fourteen (14) will present new material to master in Spanish II.
SUPPLEMENTARY MATERIALS:
BUEN VIAJE also offers sections to supplement the lessons and skills taught:
LITERARY COMPANION:
For Level II, it is suggested that “La Camisa de Margarita” (pages 478-483) and “El Quijote” (pages 484-489) be read and
discussed. Additional supplemental authentic readers may be incorporated into the year. This will enhance reading comprehension
skills and develop the student’s ability to understand and infer the meaning of some highly contextualized, unfamiliar spoken or
wtitten words contained in culturally authentic materials.
VIDEO COMPANION:
These videos are used to supplement learning by allowing students to experience what they are learning in their textbooks by
offering them real-life situations. They allow the students to develop good listening and viewing skills, as well as presenting many
cultural aspects. There is a VIDEOTUR for each chapter ; therefore a Level II course can utilize Episodes 7-14 (pages 498- 505).
InfoGap ACTIVITIES:
These communicative activities review and reinforce the vocabulary and structures just learned. They are in the form of paired
vocabulary cards. These cards are on pages H8-H15 and will cover the materials in Chapters 7-14 of the text.
ENTERATE: CONO SUR
The purpose of this section is to give students greater insight, through visual images and fun articles into the cultures and people of
the Cono Sur. This term refers to the countries of Argentina, Chile, Paraguay, and Uruguay. This section can be found after Chapter
7 on pages 236- 239 in the text.
ENTERATE: REGION ANDINA
The purpose of this section is to give students greater insight through visual images and fun articles into the culture and people of
the Region Andina. This term refers to the countries of Peru, Bolivia, and Ecuador. This section can be found after Chapter 11 on
pages 368-371.
ADDITIONAL RESOURCES:
INTERNET /MUSIC /MOVIES/ BLOGS/ VIDEOS/ DOCUMENTARIES
There are many very helpful websites and authentic materials such as online newspapers, blogs, videos, etc., that provide current
information on perspectives of the target culture. Observing and participation in culturally authentic activities contribute to
familiarization with cultural products and practices that may be used to reinforce the material studied in class and should be a part of
the integration of the material studied in this course. (World Language CCC standards)
CONTENT OUTLINES:
Chapter 8
1. Vocabulary
Minor illnesses
Symptoms of cold, flu, fever
Medical exams
Parts of the body
Prescriptions
2. Structure:
Differences between Ser and Estar
Object pronouns Me, Te, Nos
3. Functions:
How to describe symptoms of a minor illness How to have a prescription filled at a pharmacy
How to tell someone where you are from
How to describe origin and location
How to describe characteristics and conditions
How to discuss what happens to you or to someone else
4. Culture:
A young girl goes to the doctor with a minor illness
Differences between pharmacies in the United States and those in Spanish-speaking countries
The famous Cuban-American doctor Antonio Gassett
Information about nutrition in Spanish
Chapter 9
1. Vocabulary:
Summer and winter weather
Summer and winter sports
Summer and winter leisure activities
Summer and winter travel in the Hispanic world
2. Structure:
-ar verbs in the preterite tense
Direct object pronouns-lo,la,los,las
Ir and Ser in the preterite
3. Functions:
How to describe summer and winter weather
How to talk about summer and winter sports such as swimming, tennis and skiing
How to relate actions and events that just took place in the past How to refer to persons and things already mentioned
4. Culture:
World-class beaches and resorts in the Spanish-speaking world
Opposite season in the northern and southern hemispheres Snowboarding in Chile
Weather and climate in the Spanish-speaking world
Chapter 10:
1. Vocabulary:
Attending cultural events
Teen dating customs
Terms relating to museums, art and theater
Terms relating to movies and films
2. Structure:
-er and –ir verbs in the preterite
Indirect object pronouns le and les
3. Functions:
How to talk about going to cultural events and purchasing a ticket
How to discuss movies, plays and museums
How to express cultural preferences
How to relate actions or events that took place in the past
How to tell for whom something is done
4. Culture:
Teen dating customs in the Spanish-speaking world El Teatro Nacional, San Jose, Costa Rica
La zarzuela
Palacio de Bellas Artes
The Ballet Folklorico de Mexico Music of Spanish-speaking countries
Chapter 11
1. Vocabulary:
Air Travel
Travel related activities
Travel related items
Travel related documents
2. Structure:
Hacer, Poner, Traer, and Salir in the present tense
The present progressive tense
Saber and Conocer in the present tense
3. Functions:
How to check in for a flight How to talk about the plane crew
How to get through the airport after deplaning
How to tell what you and others are currently doing
How to tell what you and others know
4. Culture:
The importance of travel in Latin America The Andes Mountains
The Amazon River
Comparing the flight time from New York to Madrid to the flight Time from Caracas to Buenos Aires
The Nazca lines of Peru
Everyday finances in the Spanish-speaking world Vistas de Espana
Chapter 12:
1. Vocabulary:
Daily routines
Personal care and hygiene items Grooming habits
Camping
Camping equipment
2. Structure:
Reflexive verbs Reflexive pronouns
Stem-changing reflexive verbs
3. Functions:
How to describe personal grooming habits How to talk about one’s daily routine
How to talk about things one does for oneself How to discuss what others do for themselves
4. Culture:
Description of a backpacking trip in northern Spain Picos de Europa, Spain
El Parque Nacional de Covadonga, Spain San Sabastian
El Camino Santiago in Northern Spain The Cathedral in Santiago de Compostela Ecology in the Spanish-speaking world
Chapter 13
1. Vocabulary:
Train travel
Train-related activities
2. Structure:
Hacer, Querer, and Venir in the preterite Irregular verbs in the preterite
Decir in the present and the preterite
3. Functions:
How to use words and expressions related to train travel How to describe various types of trains and train services How to tell what
people say
How to talk about events or activities that took place at a definite time in the past
4. Culture:
Two Spanish teenagers take the AVE train to Seville Taking the train from Cuzco to Machu Picchu
La Plaza de Armas, Cuzco Machu Picchu
The 24-hour clock and the metric system
Eating utensils
Chapter 14
1. Vocabulary:
Restaurants
Eating utensils
Place settings
Making reservations for a meal
Hispanic cuisines
2. Structure:
Stem-changing verbs in the present Stem-changing verbs in the preterite
3. Functions:
How to order food or beverage at a restaurant How to identify utensils and dishes
How to make a reservation at t restaurant
How to explain how one would like certain foods prepared How to talk about present and past activities
4. Culture:
Typical Mexican cuisine Typical Spanish cuisine
Typical foods from the Carribean
Regional vocabulary in the Spanish-speaking world Vistas de Ecuador
UNIT: 1
UNIT TITLE: La salud el médico
UNIT DATES: 6 weeks
Performance Indicators
(Standards and Objectives)
Standards:
NJCCCS: 7.1.NH.A.2-6
7.1.NM.B.1
7.1.NM.B.3.4.5
7.1.NM.C.1-5
Students will be able to:
1.Explain a minor illness to a
doctor
Describe some feelings
2.Have a prescription filled at
a pharmacy
3. Describe characteristics
and conditions
4.Tell where things are and
where they are from
5.Tell where someone or
something is now
6.Tell what happens to you
or someone else
Essential Questions
1. What makes
the equivalent of
the English “to be”
more of a
challenge in the
Spanish
language?
2. How does the verb
“ser” demonstrate the
message of
permanency?
3. How does the verb
“estar” demonstrate a
more temporary
message?
4. What are some
of the main
differences
between an
American
pharmacy and
one in a Spanishspeaking
country?
5. What is Dr.
Antonio Gassett
known for? Where
did he do his studies
and where has he
worked?
CHAPTERS COVERED: Chapter 8
Activities (# of Days)/
Resources
1. Students will improve
comprehension skills by
applying new vocabulary and
grammar to drills and choral
repetition
2. Student will conjugate and
master the uses of the verb Ser
and Estar
4. Use of reading selections will
facilitate understanding and
practice of pronunciation
5. The use of available
technology will aid in research
famous Spanish and Hispanic
people in the medical field.
6. Use the vocabulary Puzzle
Maker to create word games to
reinforce new material.
7. Use of teacher created
worksheets
8. SmartBoard tools for visual
and interactive lessons
9.Writing of original sentences to
aid in the creativity of students’
language usage and structures
Strategies/Methods/
Vocabulary
●
●
●
●
●
●
●
●
●
●
●
●
Choral repetition for
pronunciation
enhancement
Direct instruction for
writing and gramatical
structures
SmartBoard tools
Audio and visual aids
(music/news
reports/picture
prompts)
Writing prompts
Related websites for
reinforcement of
material learned in
class
Reading assignments
from textbook and
other resources
Pre-AP style activities
(reading,writing,
speaking, listening)
Vocabulary review
through Quizlet.com
Collaborative work
Paired activities
Individual research
Guided practice
Assessments
Class participation
Homework
Teacher created
worksheets
Text book activities
Quizzes
Unit test
Original creation of
dialogues
Select workbook pages
Related websites for
reinforcement of material
learned in class
Journals/Compositions
In school project using
media/technology in labs
(medicine commercial)
UNIT: 2
UNIT TITLE: El verano y el invierno
UNIT DATES: 5 weeks
Performance Indicators
Essential
(Standards and Objectives)
Questions
Standards:
1. What are some of
NJCCCS:
the summer sports
7.1.NM.A.5
enjoyed by young
7.1.NH.A.5.6
people in the
7.1.IL.A.5.6.7.8
Hispanic world? How
7.1.NM.B3.4
are they similar and/
7.1.NH.B.5
or different than
7.1.NM.C.2.4
those that we enjoy
in the American
Students will be able to:
culture?
The students will be able to:
2. What are some of
1. Describe summer and
the winter sports
winter weather
enjoyed by young
2. Talk about summer
people in the
activities and sports
Hispanic world? How
3. Talk about winter sports
are they similar
4. Discuss past actions and
and/or different than
events
those that we enjoy
5. Refer to people and things in the American
already mentioned
culture?
6. Talk about resorts in the
3. What is unique
Hispanic world.
about the past tense
of both verbs, Ir and
Ser? How would you
determine which
infinitive is being
used?
4. Why is Christmas
in summer in
Argentina?
5. What are some of
the regions in South
CHAPTERS COVERED: Chapter 9
Activities (# of Days)/
Resources
1. While mastering the
vocabulary, the students will
be able to complete written
activities in both text and
workbooks.
2. Students will participate in
conversations and dialogs
about the summer and
winter seasons.
3. Students will
participate in conversations
and dialogs about summer
and winter sports in the
Hispanic world.
4. Students will improve
comprehension skills by
applying new vocabulary
and grammar to CD
listening drills and activities.
5. Students will use the
past tense of –ar verbs,as
well as the irregular past
tense of Ir and Ser to talk
about events that have
already occurred.
6. Students will identify
direct objects, replace the
noun with the appropriate
pronoun and place it correctly
in a sentence.
Students will use
●
●
●
●
●
●
●
●
●
●
●
●
●
Strategies/Methods/
Vocabulary
Choral repetition for
pronunciation
enhancement
Direct instruction for
writing and gramatical
structures
SmartBoard tools
Audio and visual aids
(music/news
reports/picture
prompts)
Writing prompts
Related websites for
reinforcement of
material learned in
class
Reading assignments
from textbook and
other resources
Pre-AP style activities
(reading,writing,
speaking, listening)
Vocabulary review
through Quizlet.com
Collaborative work
Paired activities
Individual research
Guided practice
Assessments
Class participation
Homework
Teacher created
worksheets
Text book activities
Quizzes
Unit test
Original creation of
dialogues
Select workbook pages
Related websites for
reinforcement of material
learned in class
Journals/Compositions
Unit project using
media/technology
America that have
extremely different
weather conditions
and why?
technology to
research popular
Spanish and Hispanic
resorts, as well as,
the different
climatological regions
of the Spanishspeaking world.
Use the Vocabulary
PuzzleMaker to create word
games to reinforce new material.
UNIT: 3
UNIT TITLE: Diversiones culturales
CHAPTERS COVERED: 10
UNIT DATES: 5 weeks
Performance
Essential Questions
Activities (# of Days)/
Strategies/Methods/
Indicators
Resources
Vocabulary
(Standards and
Objectives)
Standards:
1.What are some of the
1. In mastering the
● Choral repetition for
NJCCCS:
Spanish and Hispanic
vocabulary, the
pronunciation
7.1.NM.A.2.3.4.5
dating customs? How are
students will be able to
enhancement
7.1.NH.A.5
the similar and/or different
complete written
● Direct instruction for
7.1.IL.A.8
from those in the United
activities in both text
writing and
7.1.NH.B.3.4
States?
and workbooks
gramatical
7.1.NM.C.2.4
2. What are some of
2. Students will
structures
the favorite leisureparticipate in
● SmartBoard tools
Students will be able time activities of young
conversations and
● Audio and visual
to:
people in the Hispanic
dialogs about dating
aids (music/news
1. Discuss movies,
world? Are they the
customs and draw
reports/picture
museums, and theater same or different from
comparisons between
prompts)
2. Discuss cultural
those or American
the Hispanic world and
● Writing prompts
events
teens?
the United States
● Related websites
3. Relate more past
3. Who is Garcia
3. Students will
for reinforcement of
actions or events
Lorca and what are his
participate in
material learned in
4. Tell for whom
accomplishments?
conversations and
class
something is done
4. What is the Zarzuela
dialogs about attending ● Reading
5. Discuss some dating and is there something
museums, theater and
assignments from
customs in the United
similar in the American
movies
textbook and other
States and compare them culture?
4. Students will
resources
with those in Spanish5. What is one of
improve
● Pre-AP style
speaking countries
the most famous
comprehension skills
activities
6. Talk about cultural
ballet companies
by applying new
(reading,writing,
activities that are
in the world with
vocabulary and
speaking, listening)
popular in the
origins in the
grammar to CD
● Vocabulary review
Spanish-speaking
Hispanic world?
listening drills and
through Quizlet.com
world
activities
● Collaborative work
5. Conjugate and use
● Paired activities
Assessments
Class participation
Homework
Teacher created worksheets
Text book activities
Quizzes
Unit test
Original creation of dialogues
Select workbook pages
Related websites for reinforcement
of material learned in class
Journals/Compositions
Unit research project on famous
Spanish/Latin American artist
–er and –ir verbs in the
preterite tense
6. Students will
replace indirect object
nouns with the
appropriate pronouns
to show actions that
are done for someone
7. Students will use
reading selections to:
learn about the
Hispanic dating
customs
learn about the light
drama known as the
“zarauela” learn about
the famous Ballet
Folklorico de Mexico
learn about the
importance of music in
the Hispanic culture
8. Students will use
technology to research
various theater, artistic
and music works
famous in the Spanishspeaking world
9. Use the Vocabulary
PuzzleMaker to create
word games to
reinforce new material
●
Individual research
● Guided practice
UNIT: 4
UNIT TITLE: Un viaje en avión
UNIT DATES: 5 weeks
Performance Indicators
(Standards and Objectives)
Standards:
NJCCCS:
7.1.NH.A.1.3.5.6
7.1.NH.B.2.3.4.5
7.1NM.C.2.3
Students will be able to:
1. Check in for a flight
2. Get through the airport
after deplaning
3. Tell what you or others
are currently doing
4. Tell what one knows and
whom one knows
5. Discuss the importance
of air travel in South America
CHAPTERS COVERED:
Chapter 11
Essential Questions
Activities (# of Days)/
Resources
1. How does air
travel in Spanishspeaking countries
compare with travel
in the United States?
2. What are some of
the common
procedures in air
travel between the
two areas?
3. What makes
air travel so
essential on the
continent of
South America
4. Does the United
States present the
same types of
challenges while
traveling on our
continent?
5. What is the
main reason there
are separate rules
of usage for the
verbs “saber” and
“conocer”?
6. What are the
figures of Nazca?
7. Can they be
compared to other
mysteries in the
1. While mastering vocabulary,
the students will be able to
complete written activities in
both text and workbooks
2. Students will participate in
conversations and dialogs about
air travel, as well as whom and
what they know.
3. Students will improve
comprehension skills by
applying new vocabulary and
grammar to CD listening drills
and activities
4. Conjugate and use the verbs
“hacer”, “poner”, “traer” and
“salir” in the present tense
5. Conjugate the verbs “saber”
and “conocer” in the present
tense
6. Master the differences in
usage between the verbs
“saber” and “conocer”
7. Students will use reading
selections to:
-practice pronunciation as well
as comprehension
-become aware of the
vocabulary needed to travel by
air in a Spanish-speaking
country
-become aware of the
importance of air travel on the
Strategies/Methods/
Vocabulary
● Choral repetition
for pronunciation
enhancement
● Direct instruction
for writing and
gramatical structures
● SmartBoard tools
● Audio and visual
aids (music/news
reports/picture
prompts)
● Writing prompts
● Related websites
for reinforcement of
material learned in
class
● Reading
assignments from
textbook and other
resources
● Pre-AP style
activities
(reading,writing,
speaking, listening)
● Vocabulary review
through
● Quizlet.com
● Collaborative work
● Paired activities
● Individual research
● Guided practice
Assessments
Class participation
Homework
Teacher created
worksheets
Text book activities
Quizzes
Unit test
Original creation of
dialogues
Select workbook pages
Related websites for
reinforcement of material
learned in class
Journals/Compositions
In school project using
media/technology in labs
world? If so, which
one and why?
continent of South America
-learn of the geographical
challenges the continent of
South America presents in
regard to travel
-learn of the figures of Nazca in
Peru
- learn vocabulary and
procedures related to personal
finances while traveling
8. Students will use technology
to research flight information to
and from Hispanic countries, as
well as some of the interesting
tourists attractions
9. Use the Vocabulary
PuzzleMaker to create word
games to reinforce new
vocabulary and material
UNIT: 5
UNIT TITLE: Una gira
UNIT DATES: 5 weeks
Performance Indicators
(Standards and Objectives)
Standards:
NJCCCS:
7.1.NM.A.2.3
7.1.NH.A.4.5
7.1.IL.A.8
7.1.NM.B3.4
7.1.NH.B.5
7.1.NM.C.2.4
Students will be able to:
1.Describe their personal
grooming habits
2.Talk about their daily
routines
3.Tell some things they do
for themselves
4.Talk about a backpacking
trip
CHAPTERS COVERED: Chapter 12
Essential Questions
Activities (# of Days)/
Resources
1. What are the
equivalents of the
Spanish reflexive
pronouns in English
and how does our
use of them differ?
2. Are there
similarities and/or
differences in daily
routines and
personal care
between the
cultures? If so, what
are they?
3. What is the
“pension” and do we
have an equivalent
here in the United
States?
4. What were the
purposes of making
pilgrimages to areas
such as Santiago de
Compostela in the
Middle Ages? Are
there still people
making pilgrimages
there and/or
elsewhere in the
world and are their
reasons the same or
different?
1. While mastering vocabulary,
the students will be able to
complete written activities in
both text and workbooks
2. Students will participate in
conversations and dialogs about
air travel, as well as whom and
what they know.
3. Students will improve
comprehension skills by
applying new vocabulary and
grammar to CD listening drills
and activities
4. Conjugate and use the verbs
“hacer”, “poner”, “traer” and
“salir” in the present tense
5. Conjugate the verbs “saber”
and “conocer” in the present
tense
6. Master the differences in
usage between the verbs
“saber” and “conocer”
7. Students will use reading
selections to:
-practice pronunciation as well
as comprehension
-become aware of the
vocabulary needed to travel by
air in a Spanish-speaking
country
-become aware of the
importance of air travel on the
Strategies/Methods/
Vocabulary
●
●
●
●
●
●
●
●
●
●
●
●
●
Choral repetition for
pronunciation
enhancement
Direct instruction for
writing and gramatical
structures
SmartBoard tools
Audio and visual aids
(music/news
reports/picture
prompts)
Writing prompts
Related websites for
reinforcement of
material learned in
class
Reading assignments
from textbook and
other resources
Pre-AP style activities
(reading,writing,
speaking, listening)
Vocabulary review
through Quizlet.com
Collaborative work
Paired activities
Individual research
Guided practice
Assessments
Class participation
Homework
Teacher created
worksheets
Text book activities
Quizzes
Unit test
Original creation of
dialogues
Select workbook pages
Related websites for
reinforcement of material
learned in class
Journals/Compositions
In school project using
media/technology in labs
5. What are some of
the ecological issues
facing the Spanishspeaking countries?
Are they similar to
those facing other
areas in the world?
continent of South America
-learn of the geographical
challenges the continent of
South America presents in
regard to travel
-learn of the figures of Nazca in
Peru
- learn vocabulary and
procedures related to personal
finances while traveling
8. Students will use technology
to research flight information to
and from Hispanic countries, as
well as some of the interesting
tourists attractions
9. Use the Vocabulary
PuzzleMaker to create word
games to reinforce new
vocabulary and material
UNIT: 6
UNIT TITLE: Un viaje en tren
UNIT DATES: 5 weeks
Performance Indicators
(Standards and Objectives)
Standards:
NJCCCS:
7.1.NH.A.1.5
7.1.IL.A.8
7.1.NM.B3.4
7.1.NH.B.5
7.1.NM.C.2.4
Students will be able to:
1. Describe their personal
grooming habits
2. Talk about their daily
routines
3. Tell some things they do
for themselves
4. Talk about a backpacking
trip
CHAPTERS COVERED:
Chapter 13
Essential Questions
Activities (# of Days)/
Resources
1. Is train travel as
popular in the United
States as it is in
Spain and Latin
America? What are
the reasons that
there may be
different levels of
popularity in different
areas of the world?
2. Where is the
metric system used?
Has the United
States ever tried to
use the system?
What evidence do
we have of the use
of the metric system
in the United States?
Why so you think we
have never
converted to the
system?
3. What is the
reason one of
Spain’s most popular
trains is called AVE,
one of their words
for “bird”?
4. Who are the
Incas? Where did
they live? What are
1. While mastering vocabulary,
the students will be able to
complete written activities in
both text and workbooks
2. Students will participate in
conversations and dialogs about
air travel, as well as whom and
what they know.
3. Students will improve
comprehension skills by
applying new vocabulary and
grammar to CD listening drills
and activities
4. Conjugate and use the verbs
“hacer”, “poner”, “traer” and
“salir” in the present tense
5. Conjugate the verbs “saber”
and “conocer” in the present
tense
6. Master the differences in
usage between the verbs
“saber” and “conocer”
7. Students will use reading
selections to:
-practice pronunciation as well
as comprehension
-become aware of the
vocabulary needed to travel by
air in a Spanish-speaking
country
-become aware of the
importance of air travel on the
Strategies/Methods/
Vocabulary
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Choral repetition for
pronunciation
enhancement
Direct instruction for
writing and gramatical
structures
SmartBoard tools
Audio and visual aids
(music/news
reports/picture
prompts)
Writing prompts
Related websites for
reinforcement of
material learned in
class
Reading assignments
from textbook and
other resources
Vocabulary review
through Quizlet.com
Collaborative work
Pre-AP style activities
(reading,writing,
speaking, listening)
Paired activities
Individual research
Guided practice
Video Machu Picchu
Assessments
Class participation
Homework
Teacher created
worksheets
Text book activities
Quizzes
Unit test
Original creation of
dialogues
Select workbook pages
Related websites for
reinforcement of material
learned in class
Journals/Compositions
In school
project/research using
media/technology in labs
their famous
remains, where are
they and who
discovered them?
Are their other ruins
in the world that can
be compared to
them? Why or why
not?
5. What is the 24hour clock? Where
and when is it used
continent of South America
-learn of the geographical
challenges the continent of
South America presents in
regard to travel
-learn of the figures of Nazca in
Peru
- learn vocabulary and
procedures related to personal
finances while traveling
8. Students will use technology
to research flight information to
and from Hispanic countries, as
well as some of the interesting
tourists attractions
9. Use the Vocabulary
PuzzleMaker to create word
games to reinforce new
vocabulary and material
UNIT: 7
UNIT TITLE: En el restaurante
UNIT DATES: 6 weeks
Performance Indicators
(Standards and Objectives)
Standards:
NJCCCS:
7.1.IL.A.2
7.1.IL.A.8
7.1.NM.B3.4.5
7.1.IL.C.2.3.4.5
Students will be able to:
1. Order food or a beverage
at a restaurant
2. Identify eating utensils
and dishes
3. Identify more foods
4. Make a reservation at a
restaurant
5. Talk about present and
past events
6. Describe some cuisines
of the Hispanic world
CHAPTERS COVERED: Chapter 14
Essential Questions
Activities (# of Days)/
Resources
1. What information
is given when
making restaurant
reservations in a
Spanish/Hispanic
restaurant? Is this
information similar or
different than what
we would usually
provide in the United
States?
2. What is the most
common food
element used in
Mexican cuisine? Is
this an item that is
used in other areas
of the world?
3. What are some of
the popular items
used in Spanish
cuisine? What is the
reason for their use
and popularity?
4. What is the most
popular meat used in
the Caribbean
cuisine? How is it
prepared and
served?
5. What are some of
the regional
1. In mastering the vocabulary
the students will be able to
complete written activities in
both text and workbooks
2. Students will participate in
conversations and dialogs about
making reservations at a
restaurant and ordering food and
beverages in a restaurant
3. Students will improve
comprehension skills by
applying new vocabulary and
grammar to CD listening drills
and activities
4. Conjugate and use stemchanging verbs in the present
tense to speak of current actions
5. Conjugate and use stemchanging verbs in the preterite to
speak of past actions
6. Students will use reading
selections to:
-practice pronunciation as well
as comprehension
-be able to make reservations in
a restaurant and order foods and
beverage
-be able to request how they
want their food prepared
-recognize the popular cuisines
of Mexico, Spain, and the
Caribbean
Strategies/Methods/
Vocabulary
●
●
●
●
●
●
●
●
●
●
●
●
Choral repetition
for pronunciation
enhancement
Direct instruction
for writing and
gramatical
structures
SmartBoard tools
Audio and visual
aids (music/news
reports/picture
prompts)
Writing prompts
Related websites
for reinforcement
of material learned
in class
Reading
assignments from
textbook and other
resources
Pre-AP style
activities
(reading,writing,
speaking,
listening)
Vocabulary review
through
Quizlet.com
Collaborative work
Paired activities
Individual research
Assessments
Class participation
Homework
Teacher created
worksheets
Text book activities
Quizzes
Unit test
Original creation of
dialogues
Select workbook pages
Related websites for
reinforcement of material
learned in class
Journals/Compositions
In school project using
media/technology in labs
differences in
vocabulary
pertaining to foods in
the Hispanic world?
`Are there similar
differences in the
English language?
-recognize the different terms
used for foods in the different
regions of the Hispanic world
7. Students will use technology
to research famous
Spanish/Hispanic restaurants
and cuisines
8. Use the Vocabulary
PuzzleMaker to create word
games to reinforce new material
●
Guided practice
Modifications/Strategies for Student Populations
*Interdisciplinary
**21st Century Themes and Skills
21st Century Themes & Skills**
1.
2.
3.
4.
5.
6.
7.
Career Skills
Guest Speakers*
Multimedia/Videos
Interviews*
Resumes*
Letters
Public Speaking
Naviance
Communication:
Information Media Technology
Skills
1. Presentations w/Visuals
2. Authentic Audio
3. Debates*
4. Socratic Seminar
5. Think-Pair-Share
6. Email responses
Collaboration
1. Cooperative Projects
2. Group Collaboration using
TL
3. Jig Saw
4. Reading Groups
5. Socratic Seminar
Special
Education/Gifted
Special Education
1. Providing Notes/Modified
Notes
a. PowerPoints
b. Text with Annotations
2. Providing Anchor Copies
with Rubrics
3. Guided Reading
a. Highlighting
b. Underlining
c. Providing Definitions
d. Outlining
4. Audio Books
5. Enhanced Digital Texts
6. Modeling
7. Chunking
8. Scaffolding
9. Repeat/Rephrase
10. Manipulatives/Visuals
11. Realia
12. Graphic Organizers
13. Study Guides
14. Portfolios
15. Modified Texts
16. Conferencing
a. Student
b. Parent
ELL
1. Word to Word
Dictionaries
2. Bilingual
Dictionaries
3. Total Physical
Response
4. Native/Non-Native
Speaker Groupings
5. Providing
Notes/Modified Notes
a. PowerPoints
b. Text with
Annotations
6. Providing Anchor
Copies with Rubrics
7. Guided Reading
a. Highlighting
b. Underlining
c. Providing
Definitions
d. Outlining
8. Audio Books
9. Enhanced Digital
Texts
10. Modeling
11. Scaffolding
12. Repeat/Rephrase
At Risk of School
Failure
Benchmarking
1. Providing Notes/
Modified Notes
a. PowerPoints
b. Text with
Annotations
2. Providing Anchor
Copies with Rubrics
3. Guided Reading
a. Highlighting
b. Underlining
c. Providing
Definitions
d. Outlining
4. Audio Books
5. Enhanced Digital
Texts
6. Modeling
7. Chunking
8. Scaffolding
9. Repeat/Rephrase
10. Manipulatives/Visua
ls
11. Realia
12. Graphic Organizers
13. Study Guides
14. Portfolios
15. Modified Texts
1. Pre and
Post SGO
Assessments
Creativity
1. Visual Interpretations
2. Creative Writing
a. Modernized Versions of
Text
b. Narratives
c. Poems
d. Drama
Critical Thinking
1. Text Analysis
2. Peer Review
3. Reading & Writing
a. Evaluate
b. Compare
c. Contrast
d. Analyze
e. Synthesize
f. Create
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Technology
SMART Board
iPads
Text to Speech
Podcasts
Virtual Field Trips
Quizlet
Socrative
Kahoot
Wikis
Google Drive
c. Guidance
d. Administration
e. CST
17. Tutoring/Extra Help
Gifted
1. Self-Directed Learning
Independent Research*
2. Individualized Pacing
3. Supplemental Texts
(Higher Lexile Levels)*
4. Virtual High School
13. Manipulatives/
Visuals
14. Realia
15. Graphic
Organizers
16. Study Guides
17. Portfolios
18. Modified Texts
19. Conferencing
a. Student
b. Parent
c. Guidance
d. Administration
e. CST
20. Tutoring/Extra Help
16. Priority Seating
17. Checking
Assignments Pads
18. Conferencing
a. Student
b. Parent
c. Guidance
d. Administration
e. CST
19. Tutoring/Extra Help