Wethersfield Public Schools
Course Outline
Course Name: Spanish II
Department: World Language
Grade(s): Grade 9, 10, 11, 12
Level(s): 1 and 2
Course Number(s): 53901 (level 1) and 54102 (level 2)
Credits: 1.0
Course Description:
53901 Spanish II - Level 1
Prerequisite: Pass Spanish I with "C+" or better
The student continues the development of the five basic skills in the language. The approach used is
similar to that of Spanish I. The student gains greater proficiency at the Novice Level in all five language
skills--listening comprehension, speaking, reading, writing and Hispanic culture. Students are encouraged
to use Spanish to communicate as they participate orally in discussions. Class participation continues to
be a key element of the course. Cultural focus: Mexico.
54102 Spanish II – Level 2
Prerequisite: Pass Spanish I with "C-" or better
This course follows the basic curriculum of Level 1 with an emphasis on communication and culture.
This course is designed for the student who has a strong interest in pursuing Spanish and who has attained
a "C-" or better in Spanish I and teacher recommendation. Due to the difference in pace and content
between levels 1 and 2, it would be difficult for a student to move into a level 1 sequence without
additional course work.
Required Instructional Materials:
Exprésate 2, Humbach Velasco, 2006. (Holt, Rinehart and Winston)
Revised/Approval Date: 2-21-14
Approved Administrative Team 2-26-14
Approved Student Programs & Services Meeting 4-1-14
Authors/Contributors: Laura DeMonte
Spanish II Page 1
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
The following foreign language standards are integrated throughout each unit but are not specified under
the student objectives.
CONTENT STANDARD 1: Communication (Interpersonal Mode)
How do I use another language to communicate with others?
Students will:
9-12
(Advanced)
In at least one
• Exchange information about current and past events, as well as aspirations in
language other
their personal lives and the lives of their friends, families and others within their
than English,
community.
students will
• Exchange information about international current events based on newspaper or
engage in
magazine articles, television and radio programs, videos, films and Internet
conversation and
resources, and compare and contrast how information is reported in both the
correspondence,
target and their native cultures.
provide and obtain • Participate in culturally appropriate exchanges that reflect social amenities such
information,
as expressing gratitude, extending and receiving invitations, apologizing and
express feelings
communicating preferences
and exchange
• Work in groups to develop solutions to problems that are of contemporary or
opinions.
historical interest in both the target and their native cultures.
• Exchange opinions on a variety of topics, including issues of contemporary or
historical interest in the target and their native cultures.
• Share their personal reactions and feelings about authentic literary texts such as
poems, plays, short stories and novels.
• Discuss their personal feelings and ideas with members of the target culture in
order to consider alternate viewpoints.
• Employ rephrasing and circumlocution, i.e., using other words and gestures to
explain words or concepts, to successfully communicate their messages.
CONTENT STANDARD 2: Communication (Interpretive Mode)
How do I understand what others are trying to communicate in another language?
Students will:
9-12
(Advanced)
In at least one
•Understand the main ideas and relevant details of extended discussions, lectures and
language other
formal presentations on topics related to daily life and/or historical or
than English,
contemporary themes in the target culture.
students will
•Understand the main idea or plot and relevant details or subplots of radio or
understand and
television programs, films or other forms of media designed primarily by native
interpret spoken
speakers of the target language.
and written
•Comprehend the main ideas and relevant details of live and recorded presentations of
language on a
culturally significant songs, folk tales, plays, comedies and anecdotes.
variety of topics. •Recognize the characters and the significance of their roles when reading authentic
literary texts and comprehend the main plot and relevant subplot(s).
•Comprehend the main ideas and significant details of full-length feature articles in
newspapers, magazines and websites on topics of current or historical importance
in the target culture.
Spanish II Page 2
CONTENT STANDARD 3: Communication (Presentational Mode)
How do I present information, concepts and ideas in another language in a way that is understood?
Students will:
9-12
(Advanced)
In at least one
• Prepare oral presentations and/or written summaries on topics of current or
language other
historical interest in the target language.
than English,
• Perform scenes from plays and/or recite poems or excerpts from short stories in
students will
the target language.
present
• Prepare oral and/or written analyses in the target language of the plot, character,
information,
descriptions and development, and themes found in authentic literary works,
concepts and ideas
including poems, plays, short stories and short works of fiction or nonfiction.
to listeners or
• Describe, explain, express opinions about and analyze stories, plays, poems or
readers on a
other literature, as well as radio programs, music, films, art and websites.
variety of topics.
• Write letters in the target language to peers in the target culture, describing and
analyzing current events of mutual interest.
• Use a dictionary or thesaurus written entirely in the target language, as
appropriate, to select words for use in preparing written and oral reports.
CONTENT STANDARD 4: Cultures
How do I use my understanding of culture to communicate and function appropriately in another
culture?
Students will:
9-12
(Advanced)
In at least one
• Identify and analyze products and practices of the target culture (e.g.,
language other
social, economic, legal and political), and explore the relationships
than English,
between these products and practices and the perspectives of the culture.
students will
• Identify, experience or read about, and discuss expressive forms of the
demonstrate an
culture, including but not limited to literature, periodicals, films,
understanding of
television, websites and the fine arts, in order to explore their effects on
the products,
the larger community.
practices and
• Interact in a variety of cultural contexts that reflect both peer group and
perspectives of the
adult activities within the target culture, using the appropriate verbal and
cultures studied,
nonverbal clues.
and will use their
• Identify, discuss and analyze various patterns of behaviors or interactions
cultural
that are typical of the target culture.
knowledge for
• Identify, discuss, analyze and evaluate themes, ideas and perspectives that
interpersonal,
are related to the target culture.
interpretative and
presentational
communication.
Spanish II Page 3
CONTENT STANDARD 5: Connections (Interdisciplinary Mode)
How do I use my understanding of another language and culture to reinforce and expand my
knowledge of other disciplines, and vice versa?
Students will:
9-12
(Advanced)
In at least one
•Use information acquired from other school subjects to complete activities in the
language other
world language classroom.
than English,
•Acquire more complex and abstract information from a variety of authentic
students will
sources in the world language classroom and integrate it with other school
reinforce and
subjects.
expand their
•Analyze the similarities and differences among sources, selecting the most
knowledge of other
appropriate information for specific purposes.
areas of study
•Use new information and perspectives gained through world language study to
through the world
expand their personal knowledge and interdisciplinary connections.
language, and vice
versa.
CONTENT STANDARD 6: Connections (Intradisciplinary Mode)
How do I use my understanding of another language and culture to broaden and deepen my
understanding of that language and culture and access and use information that would otherwise be
unavailable to me?
Students will:
9-12
(Advanced)
In at least one
• Use multiple media resources to analyze aspects of the target culture(s) and
language other
apply their knowledge to new situations.
than English,
• Access and analyze materials, looking for sources of information for potential
students will
use in original work on the target language or culture(s).
acquire and use
information from a
variety of sources
only available in
the world
language.
Spanish II Page 4
CONTENT STANDARD 7: Comparisons Among Languages
How do I demonstrate an understanding of the similarities, differences and interactions across
languages?
Students will:
9-12
(Advanced)
In at least one
• Analyze various elements of the target language (such as time or tense), and
language other
compare and contrast them with comparable linguistic elements in English.
than English,
• Evaluate the style of a communicative interaction in the target language.
students will
• Cite evidence to support conclusions, distinguish between fact and opinion,
demonstrate
and connect new and previous learning both in written and oral
literacy and an
communication.
understanding of
• Read and comprehend longer, more complex texts in abridged and unabridged
the nature of
formats.
language through
• Use a writing process in producing work that includes self-assessment and
comparisons
discussion with other students.
across languages. • Produce a range of written work that is coherent, accurate and representative of
a variety of literary styles.
CONTENT STANDARD 8: Comparisons Among Cultures
How do I demonstrate an understanding of the similarities, differences and interactions across
cultures?
Students will:
9-12
(Advanced)
In at least one
• Discuss and analyze different forms of communication across cultures such as
language other
signs, symbols, advertisements, displays, songs and rhymes.
than English,
students will
demonstrate an
understanding of
• Compare and contrast the treatment of current issues across cultures by drawing
the concept of
on authentic texts.
culture through
• Analyze how other cultures view the role of the United States in the world
comparisons
arena.
across cultures.
• Use new information and perspectives to compare and contrast their experiences
with those of their peers in the target culture(s).
• Use new and evolving information and perspectives to demonstrate
understanding of the similarities and differences across cultures.
• Use new and evolving information and perspectives to identify universals of
human experience across cultures and to demonstrate empathy and respect for
the people(s) of other cultures.
• Evaluate the effectiveness of a communicative interaction based on cultural
elements.
Spanish II Page 5
CONTENT STANDARD 9: Communities
How do I use my knowledge of language and culture to enrich my life and broaden my opportunities?
Students will:
9-12
(Advanced)
In at least one
• Communicate with members of the target culture and interpret information
language other
regarding topics of personal, community or world interest.
than English,
• Establish and/or maintain interpersonal relations with speakers of the target
students will use
language via letters or e-mail and/or exchange programs.
the world
• Use their target language skills and demonstrate cultural understanding while
language and
participating in career exploration, volunteer experiences, school-to-work
their cultural
projects or school/individual exchanges with homestay.
knowledge both
• Use various media from the target language and culture for personal
within and
enjoyment.
beyond the school • Read literature, listen to music and view films and websites in the target
setting for
language for entertainment.
personal
enjoyment,
enrichment and
active
participation.
Spanish II Page 6
Overarching Skills
This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem
solving skills, research skills, etc. These objectives should be taught and assessed through the integration
of the other units. This unit is not meant to be taught in isolation as a separate unit.
Enduring Understandings
• Learning a World Language opens doors to
a greater variety of career options,
increased lifelong learning opportunities,
and enhanced leisure activities.
• As students increase their proficiency in
another language, they acquire skills which
empower them to gain knowledge in other
disciplines and sensitivity to a variety of
viewpoints in the target cultures.
• As the world moves toward a global
community, it is increasingly important for
World Language study to result in
proficiencies that enable students to engage
in conversations, interpret authentic
materials, and recent concepts in a
language other than their own.
• People use a variety of simple and complex
structures to communicate the same thing.
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• Language learning involves taking risks
and learning from ones’ mistakes.
Essential Questions
• Why is it important to communicate in
another language?
• What is culture?
• Why is it important to understand the
perspectives (value systems) of another
culture?
• What can you read about in your World
Language that you would not be exposed to
in your native language?
• Where can you use the language other than
the classroom?
• How can learning a World Language
enrich your life?
• Why are specific vocabulary groups and
language structures necessary for effective
communication?
• How does word formation facilitate clear
communication?
• How do sentence and paragraph formations
facilitate language formation?
• Why is it important to take risks when
speaking another language?
Objectives (skills)
Leveling Key: ∆= L1 / * = L2
The student will:
S.1. ∆*Maximize the use of the Spanish language.
S.2. ∆*Hold conversations with peers and Spanish-speaking people whenever possible.
S.3. ∆*Make formal and informal presentations to the class in Spanish.
S.4. ∆*Listen with understanding to a variety of speakers.
S.5. ∆*Compare target language and their own.
S.6. ∆*Compare formal vs. informal/conversational language.
S.7. ∆*Write formal and informal compositions on a variety of topics.
S.8. ∆*Utilize strategies to read authentic literary text (i.e. dialogues, legends/fables, short stories)
S.9. ∆Use information from the text to make predictions.
S.10. ∆*Interpret spoken language from a variety of resources (i.e. video, audio)
S. 11 ∆*Make connections between language and culture.
S.11. ∆*Compare other cultures to provide connections, contrasts, and understanding.
S.12. ∆*Appreciate the contexts in which the language occurs.
S.13. ∆*Make current and historical connections to other disciplines.
S.14. ∆*Use various technology tools to research and present in a variety of ways.
Instructional Support Materials
Spanish II Page 7
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Exprésate 1 and 2 textbook (Holt, Rinehart and Winston)
Exprésate 1 and 2 workbook/lab manual/video manual
Exprésate 1 and 2 Spanish audio program
Exprésate 1 and 2 video and DVD
Exprésate 1 and 2 overhead transparencies
Exprésate 1 and 2 situation cards kit
Exprésate 1 and 2 testing materials
Exprésate 1 and 2 online resources
Exprésate 1 and 2 realia
¡Lee Conmigo! Reader for Spanish 1 and 2 (Holt, Rinehart and Winston)
Ven Conmigo 1 textbook and workbooks (Holt, Rinehart and Winston)
Ven Conmigo 2 textbook and workbooks (Holt, Rinehart and Winston)
Ven Conmigo 3 textbook and workbooks (Holt, Rinehart and Winston)
En Español 1 textbook and workbook, 1999 (McDougal Littell)
Leyendas mexicanas, Genevieve Barlow and William Stivers, 1996 (Glencoe McGraw-Hill)
La Catrina Video/DVD Program (Paso a Paso 2), David Curland; Myriam Met; et al, 1996
(Pearson Prentice Hall)
La Catrina Video Workbook, David Curland and Luis Verano, 1996 (Scott Foresman and
Company)
Spanish First Year Workbook, Stephen Levy and Robert Nassi, 1996 (Amsco School
Publications)
Spanish Second Year Workbook, Stephen Levy and Robert Nassi, 2001 (Amsco School
Publications)
Español en pareja, Michael Dreke/Wolfgang Lind/Margaret Schlubach-Ruping, 1991
(Langenscheidt KG Company)
Culture related videos
Dictionaries, maps and other realia
Helpful Internet sites
o http://go.hrw.com/gopages/wl-sp.html (online textbook)
o http://www.discoveryeducation.com/
o http://studyspanish.com/
o http://www.youtube.com/
o http://www.quia.com/
o http://www.wordreference.com (online dictionary)
o http://www.ux1.eiu.edu/~cfcca/gram.html
o http://www.ux1.eiu.edu/~cfcca/acentos.html
o http://www.indiana.edu/~call/ejercicios.html
o http://www.colby.edu/~bknelson/SLC/index.php
o http://www.bowdoin.edu/~eyepes/newgr/index.html
o http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&langua
ge=spanish
o http://www.webworkbooks.com/spanish/dictionary
o http://atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/
o http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/
o http://www.hello-world.com/Spanish/index.php
o http://www.online-stopwatch.com/
o http://www.spanishspanish.com/
o http://www.spanishspanish.com/nationalities/nationalities_intro_web.html
o http://www.laits.utexas.edu/spe/siteindex.php
Spanish II Page 8
Suggested Instructional Strategies
• Power Point presentation
• Teacher-student question and answer sessions
• Drills
• Pair work
• Group work
• Guest speakers
• Interviews
• Dialogues
• Information-gap activities (partner A & B)
• Debates
• Video clips
• Audio clips
• Cultural videos
• Articles
• Internet research
• Internet base activities (Exprésate, studyspanish, etc.)
• Skype (calling someone in another country)
• Sony soloist (Language Laboratory)
• Movie maker
• Inspiration
• Food sampling
• Charades (vocabulary drill)
• Visual aids (transparencies, flash cards, power point lessons, video lessons, original artifacts, etc)
• Music and dance
• Games
• Field trips
o Restaurants
o Theaters
o Museums
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
• Teacher informal observation
• Daily oral participation
• Homework and brief writings related to lessons
• Oral and written assessments
• Language lab assessments
• Oral and written quizzes and tests
• Essay/Compositions
• Oral and written responses of essential questions
• Oral presentations
• Group presentations
• Computer project using Inspiration/Moviemaker/Power Point/etc.
• 3D model presentation
• Dialogues
• Acting
• Singing
• Dancing
Spanish II Page 9
•
•
•
Video productions
School Wide Rubrics:
o Effective Communication Rubric
o Higher Order Thinking Skills
o Problem Solving
o Technology Skills
World Language Rubrics:
o Oral Rubric
o Speaking Rubric
o Written Rubric
Spanish II Page
10
Preliminary Unit: Unidad Preliminar
Time Frame: early-mid September
Length of Unit: 2 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Foreign language communication allows
people to obtain information, express
feelings and exchange opinions with
others.
• People possess different personality traits
that can be positive or negative.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• What is the power of knowing a foreign
language?
• How do I state basic information and make
simple requests in Spanish?
• What personal and classroom tools
contribute to student success?
• What constitutes a positive versus a
negative personality trait?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
P.1 ∆* Recall and communicate essential Spanish I information (i.e. greetings, numbers, times, seasons,
weather, colors, emotions)
P.2 ∆*Respond to and give classroom commands.
P.3 ∆*Identify and utilize classroom survival phrases (i.e. Más depacio, Tengo una pregunta, ¿Puedo
hablar inglés?)
P.4 ∆*Formulate and respond to Spanish I review as well as new, more advanced personal questions (i.e.
¿De dónde eres? ¿Cómo te llamas? / ¿Hace cuánto tiempo que estudias el español? ¿Cuándo cumples
años? ).
P.5 ∆*Identify classroom tools and objects in the target language.
P. 6 ∆*Examine oneself and others’ personality traits
P. 7 ∆*Differentiate positive and negative personality characteristics.
P.8 ∆*Utilize adjective agreement (number and gender) when describing people.
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
• Also:
o Videocultura Expresate 2, Chapter 2 –¿Cómo eres?
o Paso a Paso 1 Textbook/Workbook, Communicative Activity 1-2 A/B, Myriam Met,
Richard Sayers and Carol Wargin, 2000 (Scott, Foresman and Company)
o Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
o Short textbook readings describing peer-age individuals in Spanish-speaking countries
Suggested Instructional Strategies
See page 9
Spanish II Page
11
Suggested Assessment Methods
See page 9-10
• Also
o Culminating Performance Assessment Task(s):
 Task 1: Write a short essay introducing yourself and your immediate family,
including background, personality and interests.
 Task 2: Perform a dialogue during which Student A and Student B ask and
respond to review and new personal questions.
Spanish II Page
12
Unit 1: Las vacaciones (Vacation)
Time Frame: mid-September to early October
Length of Unit: 2-3 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Interpreting spoken language is essential to
good communication.
• Travel deepens understanding of various
cultures and increases language knowledge
and proficiency.
• Spanish is spoken in multiple countries
across the world.
• Nationality differs from ethnic background,
and both influence daily life.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• What are the advantages of travel and study
abroad?
• Where is Spanish spoken throughout the
world?
• How does one’s nationality differ from
ethnic background?
• How do I express my likes and dislikes?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
1.1 ∆*Define and apply vocabulary related to vacation, including activities, transportation and sites of
interest
1.2 ∆*Identify and label the 20 Spanish-speaking countries on a world map
1.3 ∆*Indicate location of Spanish-speaking countries (estar + location)
1.4 ∆*Express adjectives of nationality corresponding to each Spanish-speaking country, as well as
oneself
1.5 ∆*Utilize adjective agreement (number and gender) when describing people, particularly
nationality/ethnicity
1.6 ∆*Distinguish nationality from ethnic background
1.7 ∆*Recognize various verbs of like/dislike (gustar, encantar, fascinar, interesar, odiar, etc)
1.8 ∆*Classify and apply regular (i.e. odiar) versus irregular (i.e. gustar) like/dislike verb construction
1.9 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
1.10
∆Identify new vocabulary, main characters, and events from La Catrina
1.11
∆Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• Videocultura Exprésate 1, Ch. 10 ¿Adónde fuiste y qué hiciste la última vez que viajaste?
• La Catrina episode 1 DVD and workbook activities
• Map of the Spanish-speaking world
Spanish II Page
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•
•
•
Español en pareja workbook activity 2A &2B (Hablar de nombre, nacionalidad, y lugar de
residencia)
Exprésate 1 Chapter 10 ancillary materials (vacation transparencies, audio CD, etc)
Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Power Point slideshow showcasing famous Hispanic figures; students identify their nationality
aloud and in writing
• Vacation destination stations: Place pictures of varied vacation locales around the classroom;
students can identify typical means of transportation, leisure activities conducted there, etc.
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Describe your ideal vacation aloud and/or in writing, including location, activities
you like/dislike to do, means of transportation, etc. Display an illustration of the
destination.
Spanish II Page
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Unit 2: Las fiestas (Parties and Celebration)
Time Frame: early October to early November
Length of Unit: 1 month
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Interpreting spoken language is essential to
good communication.
• Special occasions are celebrated across the
world in a variety of ways.
• Languages use different structures to
communicate tense as well as differentiate
between positive and negative expressions.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• How do people celebrate special events?
• How do celebrations vary amongst
cultures?
• How do I express past events?
• How do I distinguish the past from the
present tense?
• How do I distinguish positive and negative
expressions?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
2.1 ∆*Define and apply vocabulary related to parties and celebrations
2.2 ∆*Outline characteristics of a successful celebration
2.3 ∆*Compare and contrast celebrations and holidays in the U.S. and Spanish-speaking countries
2.4 ∆*Conjugate regular and irregular verbs (ir, ver, dar, ,ser, hacer) in the preterite (past) tense
2.5 ∆*Distinguish the present from the past tense
2.6 ∆*Recognize and utilize adverbial expressions of time indicating the past (i.e. el año pasado)
2.7 ∆*Identify and differentiate positive and negative expressions (i.e. algo – something vs. nada –
nothing)
2.8 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
2.9 ∆Identify new vocabulary, main characters, and events from La Catrina
2.10
∆Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• La Catrina episode 2 & 3 and workbook activities
• Ven Conmigo 1 Videoclip De Antemano, Ch. 10 (Mexican celebration)
• Ven Conmigo 1 Ch. 10 ancillary materials (workbook)
• ¡Lee Conmigo! Reader for Spanish I “El cumpleaños de Manuel” comic/reading
• Paso a Paso 1 Textbook/Workbook Activity 10-2 A & B (¿Qué hiciste ayer?)
Spanish II Page
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•
Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Composition “Una fiesta inolvidable” (An Unforgettable Party): Write a 4
paragraph essay about a memorable past party. Use the preterite tense and include new
party vocabulary terms, a variety of subjects and preterite time expressions.
Spanish II Page
16
Unit 3: La casa y los quehaceres (The house and chores)
Time Frame: early November to early December
Length of Unit: 1 month
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Interpreting spoken language is essential to
good communication.
• Household structures vary across the world.
• Languages use different structures to
communicate tense and avoid repetition.
• Most Spanish verbs follow patterns, while
some do not.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• How do household structures differ across
the world?
• What makes a household function well?
• How do I express my family and household
obligations?
• How do I communicate present day
activities?
• How do I express how frequently an
activity is performed?
• What distinguishes a conjugated verb from
its infinitive form?
• What patterns are evident in present tense
Spanish verb construction?
• How do I avoid repetition in written and
spoken word?
• How does direct object pronoun placement
differ in Spanish and English?
• What are differences between the present
and past tense?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
3.1 ∆*Define and apply vocabulary for the house and chores
3.2 ∆*Recognize differences in household structure in Spanish-speaking countries and the U.S.
3.3 ∆*Describe, illustrate and label floors and rooms in a house
3.4 ∆*Communicate household chores and obligations of oneself and family members
3.5 ∆*Review regular verb formation in the present tense (ar/er/ir verbs)
3.6 ∆*Learn and apply adverbial expressions of time in the present (i.e. siempre, de vez en cuando).
3.7 ∆*Recognize patterns and conjugate irregular verbs in the present tense (“-go” verbs: traer, poner, oír,
etc./ “-go” and stem change verbs: decir, tener/ and others: ver, dar)
3.8 ∆*Differentiate conjugated versus infinitive verb forms
3.9 ∆*Learn and apply the verb + infinitive construction (poder + infinitive, tener que + infinitive, deber
+ infinitive, etc.)
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3.10
∆Utilize single (conjugated) verb constructions and two verb (verb + infinitive) constructions in a
single sentence
3.11
∆*Locate the direct object in a sentence
3.12
∆*Identify and utilize direct object pronouns in Spanish to avoid redundancy
3.13
∆Distinguish direct object pronoun placement when using single (conjugated) verb constructions
vs. two verb (verb + infinitive) constructions
3.14
∆*Compare and contrast placement of direct object pronouns in English and Spanish
3.15
∆*Review preterite tense verb forms and uses
3.16
∆*Recognize differences and construct verbs in the present and preterite tense
3.17
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
3.18
∆Identify new vocabulary, main characters, and events from La Catrina
3.19
∆Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• En Español 1 textbook reading/comic “Manolo el imposible”
• En Español 1 audio/listening activities Unidad 5, Etapa 2
• La Catrina episode 4 and workbook activities
• Español en pareja workbook activity 8A/8B “Preguntar por la hora y darla” (replace given verbs
with irregular present tense verbs related to chores/school)
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Kinesthetic direct object pronoun activity: Cut up cards/paper to represent parts of a simple
sentence (i.e. subject, verb/verb + infinitive, adverb) and direct object pronouns (lo/la, etc);
students come to the front of the classroom holding the cards/paper and restructuring sentences by
discarding the direct object (i.e.student holding card) and inserting a direct object pronoun (i.e.
student holding card) in the correct loction.
• Charades: drill chore vocabulary
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Write a short composition about the household obligations of you and your
family, present and past. Use various subjects, the present tense, verb + infinitive
constructions and adverbs of time to express typical daily chores. Also use the preterite
tense to explain what chores you and others completed last week.
o Task 2: House and chore dialogue. Students A and B perform a dialogue in front of the
class in which each student explains his/her household chores and asks the other for help
in completing the chores. Students will employ typical phrases to greet, accept/decline
and thank one other.
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Unit 4: Los muebles (Furniture)
Time Frame: early-late December
Length of Unit: 3 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Interpreting spoken language is essential to
good communication.
• Household structures vary across the world.
• Languages use different structures to
communicate tense and mood.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• How do household structures differ across
the world?
• What furniture items are typically included
in various rooms of house?
• How do I describe the look and location of
items in Spanish?
• How do the verbs ser and estar differ?
• How to I give advice and orders?
• How do I avoid repetition in written and
spoken word?
• How do I combine direct object pronouns
with commands?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
4.1 ∆*Define and apply vocabulary for furniture and household structures (i.e. fireplace, stairs, wall,
ceiling)
4.2 ∆*Describe, illustrate and label furniture
4.3 ∆*Review the verb haber /“hay” to express there is/there are
4.4 ∆*Recall and extend knowledge of descriptive adjectives to express permanent characteristics
4.5 ∆*Learn and apply prepositions with the verb estar to express location (i.e. al lado de, cerca)
4.6 ∆*Manipulate objects to demonstrate knowledge of prepositions
4.7 ∆*Compare and contrast uses of ser and estar (to be)
4.8 ∆*Give instructions and advice to others.
4.9 ∆*Learn and apply regular and irregular, positive informal “tú” command constructions
4.10
∆Combine direct object pronouns with positive “tú” command constructions
4.11
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
4.12
∆Identify new vocabulary, main characters, and events from La Catrina
4.13
∆Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
Spanish II Page
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See page 8
Also:
• Various Ven Conmigo/Exprésate transparencies of household room with varied furniture
• La Catrina episode 5 and workbook activities
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Partnered listening for information/furniture illustration: Students A describes a room of his/her
house while Student B draws the room, and vice-versa. The student dictating then checks his
partner’s illustration for accuracy. Use furniture vocabulary, ser and estar, positive commands,
with and without direct object pronouns.
• Simon Says: Drill estar + preposition and commands by asking students to move a simple
classroom tool (pencil, calculator, etc) to different locations.
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: ¿Qué pasa en mi casa? Create an illustration of two rooms of your house. Label
the furniture with new vocabulary, and write a composition detailing the items in the
rooms (description/location) as well as the typical activities in the rooms.
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Unit 5: Los deportes (Sports)
Time Frame: January
Length of Unit: 2-3 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Interpreting spoken language is essential to
good communication.
• Sports transcend borders and promote
cross-cultural understanding.
• Sports promote self-discipline and
teamwork.
• Most Spanish verbs follow patterns, while
some do not.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• How do popular sports vary worldwide?
• How do worldwide sports and sports
competitions promote cross-cultural
understanding?
• What elements contribute to the making of
a successful athlete and/or team?
• How do regular and stem-changing verbs
differ?
• What patterns are exhibited by stemchanging verbs in the present tense?
• How do stem-changing verbs differ in the
present and past tense?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
5.1 ∆*Define and apply vocabulary for sports, equipment, and events
5.2 ∆*Describe his/her involvement in sports, past and present
5.3 ∆*Express likes and dislikes regarding sports
5.4 ∆*Examine popular sports in Spanish-speaking countries
5.5 ∆*Compare and contrast sports in the U.S. and the Spanish-speaking world
5.6 ∆*Identify stem-changing e-ie/o-ue/e-i verbs
5.7 ∆*Recognize patterns in stem-changing verb conjugation
5.8 ∆*Recognize differences between regular and stem-changing verbs in the present tense
5.9 ∆*Conjugate stem-changing e-ie/o-ue/e-i verbs in the present tense
5.10
∆Compare and contrast stem-changes in the present and past tense
5.11
∆*Review vocabulary terms for numbers in Spanish.
5.12
∆*Compare and contrast the use of numeric symbols in Spanish-speaking countries and the U.S.
5.13
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
5.14
∆Identify new vocabulary, main characters, and events from La Catrina
5.15
∆*Compare and contrast Mexican and American culture
5.16
∆*Examine and describe basic Mexican geography, history, sites and culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Spanish II Page
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Instructional Support Materials
See page 8
Also:
• En Español 1 textbook/workbook activities Unidad 3, Etapa 2 (sports)
• Various short readings/articles on popular sports in the Spanish-speaking world
(textbook/Internet, etc)
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Realia: Bring varied sports equipment to class. Students identify objects, manipulate objects
(commands), and answer related questions (What other equipment is needed? Where would a
game/meet take place? etc)
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Create a poster/collage of your favorite sports figure or team. Use various
illustrations and write captions using new vocabulary and various stem-changing verbs.
Present important information aloud to the class.
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Unit 6: La niñez (Childhood)
Time Frame: end January – early March
Length of Unit: 5-6 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• The past is connected to the present.
• Childhood experiences vary amongst all
people and cultures.
• Family plays a central role in one’s
childhood development.
• Languages use different structures to
communicate tense and avoid repetition.
• Most Spanish verbs follow patterns, while
some do not.
• Interpreting spoken language is essential to
good communication.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• What contributes to a memorable
childhood?
• How does daily life differ from childhood
to adulthood?
• How do I describe myself in the past?
• How do I express past events?
• How do I distinguish the past from the
present tense?
• How do I express repetitive past events?
• How do I differentiate various past
constructions in Spanish?
• How do I avoid repetition in written and
spoken word?
• How does direct and indirect object
pronoun placement differ in Spanish and
English?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
6.1 ∆*Define and apply vocabulary for childhood activities, hobbies, behavior, and personality
6.2 ∆*Review and apply adverbs of time related to the imperfect tense and emphasizing
repetition/frequency (i.e. siempre, a menudo, casi nunca, etc)
6.3 ∆*Identify and utilize introductory expressions related to childhood (i.e. De pequeño/a, Cuando era
niño/a)
6.4 ∆*Describe interests, likes/dislikes and behavior during one’s childhood
6.5 ∆*Conjugate regular and irregular (ir, ser, ver) verbs in the imperfect tense
6.6 ∆*Recognize differences between two past tenses: the preterite and the imperfect, including use, form
and key expressions of time
6.7 ∆Compare and contrast the present, preterite and imperfect tenses
6.8 ∆*Compare and contrast behavior and activities between childhood and teenage years
6.9 ∆*Learn and apply the haber verb construction in the imperfect tense (había – there was/were)
6.10
∆*Review and employ correct adjective agreement (number/gender) to describe people
6.11
∆*Recall direct object pronoun use and placement in Spanish.
6.12
∆*Locate the indirect object of a sentence.
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6.13
∆*Identify and utilize indirect object pronouns in Spanish to avoid redundancy.
6.14
∆Distinguish indirect object pronoun placement when using single (conjugated) verb
constructions vs. two verb (verb + infinitive) constructions
6.15
∆*Compare and contrast placement of indirect object pronouns in English and Spanish
6.16
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
6.17
∆Identify new vocabulary, main characters, and events from La Catrina
6.18
∆*Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• Exprésate 2, Ch. 6 text/audio/visual materials
• Ven Conmigo 2, Ch. 7 text/audio/visual materials
• La Catrina episode 6 & 7 and workbook activities
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Student Interview: Student A and B take turns asking how often they engaged in certain
childhood activities.
• Who’s Who? Guessing Game: Each student briefly describes him/herself as a child in writing (34 sentences), including a physical/personality description and hobbies. The teacher collects each
writing prompt and redistributes for students to read and guess the student described.
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Create a Power Point “album” presentation about your childhood. Include about
10 slides illustrating and describing yourself and your family/friends, your home and
neighborhood, favorite parks/playground, yearly vacations, sports, hobbies, etc. Use the
imperfect tense and expressions of time. Scan or insert authentic pictures from your
childhood.
Spanish II Page
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Unit 7: La rutina diaria (Daily Routine)
Time Frame: March
Length of Unit: 3-4 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Humans are creatures of habit.
• Daily routine promotes overall good health.
• Languages use different structures to
communicate tense and indicate the agent/
of an action.
• Interpreting spoken language is essential to
good communication.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How does interpreting spoken language
facilitate communication?
• How do people typically prepare for the day
ahead?
• How does daily routine differ on
school/work days and non-school/work
days?
• How do people unwind and prepare to rest?
• How do I indicate actions performed by
myself versus actions performed by others?
• How do reflexive verbs differ from nonreflexive verbs?
• What is the difference between a reflexive,
direct and indirect object pronoun?
• How do I distinguish the present from the
past tense?
• What elements contribute to fluid writing
and speech?
• How do I express the distance between
objects?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
7.1 ∆*Define and apply vocabulary for daily routine, including activities and objects (i.e. el jabón, el hilo
dental)
7.2 ∆*Outline one’s daily routine, past and present
7.3 ∆*Review and identify body parts in Spanish
7.4 ∆*Recall verb + infinitive construction to express obligations and routine activities (i.e. tener que,
preferir)
7.5 ∆Identify and apply additional verb + infinitive constructions: acabar de, soler, faltar
7.6 ∆*Distinguish conjugated and infinitive verb forms
7.7 ∆Use both conjugated verb and verb + infinitive constructions within one sentence
7.8 ∆*Identify reflexive pronouns in Spanish
7.9 ∆*Recognize and utilize reflexive verbs and pronouns in Spanish
7.10
∆*Conjugate reflexive verbs in the present tense
7.11
∆Conjugate reflexive verbs in the present tense and past tense (preterite/imperfect), combined
Spanish II Page
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7.12
∆*Manipulate reflexive pronoun form and placement to match subject and verb constructions
7.13
∆*Recognize and formulate stem-change reflexive verbs (i.e. despertarse, dormirse, despedirse,
etc.)
7.14
∆Distinguish reflexive pronoun placement when using single (conjugated) verb constructions vs.
two verb (verb + infinitive) constructions
7.15
∆*Recognize differences between reflexive and non-reflexive actions/verbs
7.16
∆Explain differences between reflexive, direct and indirect object pronouns
7.17
∆Learn and apply useful words and phrases to create more fluid writing (antes de, mientras,
entonces, normalmente, etc)
7.18
∆*Identify forms and function of demonstrative adjectives in Spanish (este, ese, aquel)
7.19
∆*Compare and contrast demonstrative adjectives in English and Spanish
7.20
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
7.21
∆Identify new vocabulary, main characters, and events from La Catrina
7.22
∆*Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• En Español 1 Unidad 5 textbook/video/audio materials
• Exprésate 1 Videocultura Ch. 5 “Prepararse para una fiesta”
• La Catrina episode 8 & 9 and workbook activities
• Song “No Hago Más Na” by El Gran Combo.
http://www.colby.edu/~bknelsom/SLC/reflexives_combo.php
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Realia: Display various daily routine items in multiple classroom station. Students identify the
object, its purpose and its position/location (demonstrative adjectives).
• Charades: Act out daily routine verbs for improved recall
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Composition “Mi rutina diaria:” Write a 5 paragraph essay outlining your daily
routine, including morning, afternoon and evening. Include an introduction and
conclusion. Use new vocabulary and reflexive and non-reflexive verbs (1 and
2/verb+infinitive constructions), and connections/prepositions.
o Task 2: Prepare, narrate and record a story corresponding to a daily routine picture
sequence in the language lab. Use daily routine vocabulary, appropriate subjects,
reflexive and non-reflexive verb constructions.
Spanish II Page
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Unit 8: El trabajo/Las profesiones (Work/Professions)
Time Frame: April
Length of Unit: 1 month
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Personal interests and skills influence
career choice.
• Job success requires hard work and
dedication.
• Requirements vary from job to job.
• Languages use different structures to
communicate tense.
• Most Spanish verbs follow patterns, while
some do not.
• Interpreting spoken language is essential to
good communication.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• What are my skills and interests?
• What are my personal and professional
goals?
• How does my current education affect my
future?
• How does one acquire a certain job?
• How does one achieve success in a given
field?
• How do I express myself in the future?
• How the present, past and future tenses
differ?
• How do I differentiate the verbs saber and
conocer?
• How do I construct regular and irregular
verbs in present tense?
• What are some different groups of irregular
verbs in the present tense?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
8.1 ∆*Define and apply vocabulary for jobs and job-related activities
8.2 ∆*Examine his/her skills and interests, and strengths and weaknesses in considering a future career
8.3 ∆*Indicate his/her tentative future plans and professional aspirations
8.4 ∆*Describe skills, requirements, and duties of various jobs
8.5 ∆Compare and contrast childhood and current professional aspirations
8.6 ∆*Express family members’ jobs and job-related activities
8.7 ∆*Conjugate regular and irregular verbs (limited – tener, salir, etc) in the future tense
8.8 ∆*Recognize differences between the present, past and future tense, in both use and form
8.9 ∆Emplpythe present, past and future tense, in speech and writing
8.10
∆*Distinguish the use of same definition verbs saber vs. conocer (to know)
8.11
∆*Conjugate regular and irregular verbs in the present tense
8.12
∆*Identify and form verbs that demonstrate an irregular spell change in the “yo” form present
tense (i.e. “yo” regular: c>zc (ofrecer)/ c>z (convencer)/ g>j (proteger) etc)
8.13
∆*Identify and form verbs that demonstrate a stem change and other irregularities in the present
tense (i.e. u> ú (actuar)/ uir>y (influir) etc)
8.14
∆Learn and apply the verb dedicarse (to dedícate oneself to), as opposed to ser
Spanish II Page
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8.15
8.16
8.17
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
∆Identify new vocabulary, main characters, and events from La Catrina
∆*Compare and contrast Mexican and American culture
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• La Catrina episode 10 and workbook activities
• Exprésate 2 pg. 56-57 reading/listening activity ¿A qué se dedica usted?
• En Español 1 listening/audio activities regarding professions Unidad 6, Etapa 1
• Ven Conmigo 3 Ch. 12 reading, video and audio/listening activity ¿Qué planes tienes para el
futuro?
• Cantos Ritmos y Rimas, Lannie Zovi, 2002 (Vibrante Press) song “En qué trabajas tú?”
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Distribute a survey that aids in determining students skills, strength/weakness to help them
consider possible careers
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: Write and perform a paired dialogue in which Student A and B ask and respond
to questions about future personal and professional plans, including skills, job
requirements, life goals, etc.
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Uni1t 9: La comida (Food)
Time Frame: early-late May
Length of Unit: 3-4 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Languages use different structures to
communicate tense and mood, and make
comparisons.
• Food customs vary worldwide and reflect
one’s culture.
• Climate and geography affect food
availability.
• Interpreting spoken language is essential to
good communication.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How do food customs vary around the
world?
• How can I express my food preferences?
• How do climate and geography affect food
availability?
• How can I describe inherent characteristics
food?
• How do I communicate actions in progress?
• What is the difference between and simple
and compound verb forms?
• How do I differentiate present, past and
future actions?
• How do I compare similar and different
things?
• How do Mexican and American cooking
differ?
• How do I make suggestions and give
advice?
• How do I avoid repetition when giving
commands?
• How does object pronoun placement differ
between positive and negative commands?
• What are the advantages and disadvantages
of open-air markets as well as
supermarkets?
• What are the advantages or watching an
authentic video series in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
9.1 ∆*Define and apply vocabulary for food, (fruits, vegetables, meat and cooking-related verbs)
9.2 ∆*Identify fruits and vegetables particular to the Spanish-speaking world
9.3 ∆*Express individual food preferences
9.4 ∆*Describe characteristics of food using various adjectives (crujiente, salado/a, duro etc)
9.5 ∆*Narrate actions in progress in speech and writing
9.6 ∆*Formulate regular and irregular verbs in the present progressive tense
9.7 ∆*Recognize elements of a compound verb structure (estar + present participle)
9.8 ∆*Differentiate habitual actions (present) from actions currently in progress (present progressive).
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9.9 ∆*Classify and apply stem changes to the participle form of the present progressive (e>i, o>u)
9.10
∆Distinguish present (general and ongoing), past and future actions.
9.11
∆*Utilize adjective agreement (number and gender) when describing food
9.12
∆*Learn and apply comparative constructions of equality/inequality(tan como, más/menos que)
9.13
∆*Identify similarities and differences between equal and unequal comparative constructions.
9.14
∆*Recall and utilize irregular comparative forms (peor, mejor, etc)
9.15
∆*Make food recommendations and give advice in the target language
9.16
∆*Review the use and formation of positive, informal “tú” commands
9.17
∆*Learn and apply regular and irregular negative, informal “tú” command constructions
9.18
∆Combine object pronouns (direct, indirect and reflexive) with command constructions
9.19
∆Compare and contrast object pronoun placement between positive and negative commands
9.20
∆*Combine positive and negative commands in a single statement
9.21
∆Compare and contrast object pronoun placement in English and Spanish
9.22
∆*Identify typical Mexican dishes and ingredients
9.23
∆*Locate recipes, translate them, and prepare simple Mexican dishes
9.24
∆*Examine characteristics of open-air markets, and compare and contrast them to supermarkets
9.25
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
9.26
∆Identify new vocabulary, main characters, and events from La Catrina
9.27
∆*Compare and contrast Mexican and American culture, particularly food customs
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• La Catrina episode 11 and workbook activities
• Various articles (En Español 1,La Catrina workbook) regarding Mexican food and markets
• Traditional Mexican recipes (Internet, cookbooks, etc0
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Drill use and forms of the present progressive by (the teacher) preparing a simple Mexican dish
(pico de gallo) in front of the class. As students watch you prepare the dish, they narrate your
actions using the present progressive of new vocabulary (i.e. La profesora está cortando la
cebolla). Students then have an opportunity to taste the dish.
• Visit a local Mexican restaurant to sample typical Mexican dishes.
• Charades: perform actions for improved recall of the present progressive tense
• Realia: Bring in authentic or visual representation of food items to drill vocabulary
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: “Una receta mexicana:” Select a simple, authentic Mexican recipe and prepare
the dish on video or in front of the class. Narrate and demonstrate the steps of cooking
the dish to the class using new vocabulary, positive and negative command forms and the
present progressive tense. After tasting the dish, peers can express opinions politely
using descriptive adjective and comparative forms.
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Unit 10: La televisión, el cine y las películas (TV and Movies)
Time Frame: late May-mid June
Length of Unit: 3 weeks
Enduring Understandings
• Effective communication uses appropriate
vocabulary, correct language structure, and
patterns.
• People use a variety of simple and complex
structures to communicate the same thing.
• Languages use different structures to
communicate tense.
• Most Spanish verbs follow patterns, while
some do not.
• Television and movies reflect and influence
daily life.
• Legends and fairy tales span countries and
continents.
• Myths and legends convey life lessons and
truths.
• Successful immigration involves facing and
overcoming hardship.
• Interpreting spoken language is essential to
good communication.
• The Spanish-speaking world is comprised
of many different countries, each with their
own culture.
Essential Questions
• How does the use of correct grammar
improve communication?
• How do Spanish and English grammar and
mechanics differ?
• How do television and movies influence
daily life?
• What are the pros and cons of television
viewing?
• How do I express my opinion?
• How do I express present and past actions?
• How have my television and movie viewing
habits changed over the years?
• How are stories passed on?
• What are the characteristics of myths and
legends?
• Why do people decide to leave their home
country?
• What are the advantages and disadvantages
of immigrating to another country?
• How do immigrants succeed in a new
country?
• What are the advantages or watching an
authentic video in Spanish?
• How is Mexican culture similar to and
different from American culture?
Objectives (knowledge and skills)
Leveling Key: ∆= L1 / * = L2
The student will:
10.1 ∆*Define and apply vocabulary for television and movies, including programs and genres
10.2 ∆*Express opinions, likes and dislikes regarding television programs and movies
10.3 ∆*Compare past and present TV and movie viewing preferences
10.4 ∆*Examine the influence of television and television viewing habits on daily life
10.5 ∆*Conjugate regular and irregular verbs in the present and past (preterite) tense
10.6 ∆*Learn and apply forms of select stem-changing (preferir, dormir, etc) and completely irregular
“JUI” verbs in the preterite tense (traducir, tener, etc)
10.7 ∆*Watch and interpret segments of Spanish-language TV programs
10.8 ∆*Recognize elements of Spanish telenovelas, and compare and contrast them with American
programs
10.9 ∆Identify characteristics of myths and legends
10.10 ∆Read and interpret various Mexican legends
10.11 ∆Watch and interpret a Spanish-language feature film “El Norte”(Guatemalan brother and sister
flee Guatemala during civil war, and take a risky journey through Mexico to the U.S.)
10.12 ∆Examine and discuss hardships associated with immigration
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10.13
10.14
10.15
∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina)
∆Identify new vocabulary, main characters, and events from La Catrina
∆*Compare and contrast Mexican, Guatemalan and American culture.
Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework)
See page 2
Instructional Support Materials
See page 8
Also:
• La Catrina episode 12 &13 and workbook activities
• Spanish language TV programs/segments (YouTube, Univisión, Telemundo, etc)
• Ven Conmigo 3 Ch. 8 textbook and audio materials (De Antemano: La radio y la televisión)
• Paso a Paso 2 Textbook/Workbook, Communicative Activity 10-1 A/B, Myriam Met, Richard
Sayers and Carol Wargin, 2000 (Scott, Foresman and Company)
• Leyendas mexicanas legends and mastery exercises: El león y el grillo & Las orejas del conejo
• El Norte (film), Gregory Nava, 1983(Cinecom International)
• Vocabulary crossword puzzles (http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12147966&CFTOKEN=59262361 )
Suggested Instructional Strategies
See page 9
Also:
• Students describe their favorite TV program or movie in 3-4 sentences using new vocabulary
(without stating the title). The teacher collects writing and redistributes each prompt for the class
members to read aloud and guess the program.
• Act out Mexican legends using simple props for increased understanding of main events. Various
students represent the animal and human characters in front of the class.
Suggested Assessment Methods
See page 9-10
Also:
• Culminating Performance Assessment Task(s):
o Task 1: “Un programa que le fascina a___ (nombre):” Interview a friend or family
member about his/her favorite TV program and write 1-2 paragraphs to describe it.
Include new vocabulary, and the present and past tense. Incorporate details such as
channel, main characters, length of show, success, etc.
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