2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Lección Preliminar: Florida ¡Mis amigos y yo!
Approximate
Time: 4 Weeks
Lección Preliminar: Florida: Mis amigos y yo
Unit Overview
The Lección preliminar recycles vocabulary from Level 1. Review vocabulary students already know to describe people, things to do, and places to go by asking individual students.¿Eres
alto o bajo?¿A qué hora desayunas?¿Qué comes? ¿Dónde practicas deportes? ¿Vas mucho al cine? ¿Cómo son? ¿Cómo eres? ¿Qué te gusta? ¿Adónde van? ¿Cómo estás? ¿Qué haces?
¿Qué vas a hacer?
Learning Goal
The students will be able to
 introduce yourself and others, greet friends
 identify and describe people.
 talk about things to do and places to go
 demonstrate understanding of the definite and indefinite articles, subject pronouns.
 use ser, tener, gustar, estar, ir + a + place,
 use the present tense of –ar -er –ir verbs
follow short commands
 understand simple messages and announcements on familiar topics.
 use Stem-changing verbs querer, poder, servir, almorzar, costar, pensar, poder, querer, volver
 ask and answer questions about daily activities, food, places in school, town.
 say how they feel.
 talk about likes and dislikes.
Objectives: The students will:
 apply interpretive listening to Spanish
 interpret Spanish reading passages
 analyze and use different patterns of interpersonal communication
 present information and ideas to an audience through speaking and writing in Spanish
 demonstrate understanding of social interaction patterns within Spanish culture
Sample Essential Questions
What is the difference between Ser and Estar?
How do you introduce yourself and others in Spanish?
What are some ways to greet people in Spanish?
How would you invite someone to eat with you?
How would you describe a stem verb to someone who does not
know it?
Where do you and your family and friends go on the weekends?
Where do you like to go and do on the weekends?
How can I comment on and describe food in Spanish?
What do you like to do after school?
How would you describe yourself?
What is your family and friends like?
How would you describe your after school activities?
What are some things you do not like to do?
How is the use of ser and estar to describe food different in
Spanish and English?
How does one determine gender in Spanish nouns and adjectives?
Unit End Product
Students may create a crossword puzzle using at least ten words from the vocabulary list.
Students may bring a photograph of their family or group of friends and describe the people in it using vocabulary from the unit.
Students may write in their journal about how they feel during the course of a given day.
Students may be encouraged to express their feelings in a poem or create a rating scale of their own to rate their work.
Content Standards for the Unit
WL.K12.IL.1.1:Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations, presentations, and messages
WL.K12.IL.1.6: Demonstrate understanding of multiple-step directions and instructions in familiar settings
WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.
WL.K12.IL.3.2: Interact with others in everyday situations.
WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation.
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details.
WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map
Teacher:
Cornell Notes
Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 (P1Pronunciation Practice
31)
Oral and written practice
Teacher One stop (DVD and at my.hrw.com)
Choral repetition
Interactive Whiteboard Lessons
Songs
Online Assessment (Exam view)
Textbook and workbook activities
Student:
Illustrating/Draw
eEdition Online
Comprehensive Skits
eTextbook
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Virtual culture
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com www.cleanvideosearch.com
Games and activities:
www.puzzlemaker.com
People, Places, and Events to Know
Explora la cultura hispana de Florida. (P 1 )
C12 – Música: Son cubano.
El arte de la calle Ocho- P 13
Link to Webb’s DOK Guide
Resources by theme: http://www.miscositas.com/spanish.html
Map downloads: www.Worldatlas.com
http://www.teachertube.com/
Culture videos:
http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 1: Costa Rica ¡A conocer nuevos lugares!
Approximate
Time: 4 Weeks
Unidad 1: Lección 1 Tema: ¡Vamos de viaje! (P32-57)
Unit Overview
This unit focuses on travel preparations where they’ve gone, how they’ve gotten there,
How they’ve prepared for the trip, and what they liked and disliked about their trip. Use direct object pronouns and indirect object pronouns.
Unidad 1: Lección 2 Tema: Cuéntame de tus vacaciones (P58-85)
Unit Overview
This unit focuses on vacation activities, using interrogatives and the preterite of -ar verbs, uses of the preterite forms of ir, ser, hacer, ver, dar. Learn words to describe vacation
activities and lodging. Then talk about what you like to do on vacation.
Learning Goal
Sample Essential Questions
The students will be able
When you travel to another country, how can you learn about its culture?
How are travel agencies and airports in Costa Rica and the United States similar or
 to engage in conversations and exchange information
different?
 understand and follow short commands
What country in the Spanish-speaking world would you like to visit?
 understand simple messages and announcements on familiar topics.
What is “to conjugate?” What do you think conjugations look like?
 use direct object pronouns
How are direct object pronouns used in Spanish?
 ask question using the preterite and indirect object pronouns.
What are the direct object pronouns in English and how are they grammatically structured
 talk about buying gifts and souvenirs
within the sentence?
 use the preterite of ir, ser, hacer, ver, dar.
How are Indirect object pronouns used in Spanish?
 Talk travel and different means of transportation.
What are the Indirect object pronouns in English and how are they grammatically structured
 Use the personal “a” and using “ver” with people and things.
within the sentence?
 Identifies, recognize, name and understands cultural traditions and celebrations that
How to prepare for a trip abroad?
exist in the target culture and in the native culture.
What are some important holidays and celebrations in the Hispanic culture and why are
 talk about activities you and others did in the past in and out of school
they important?
What to do at the airport when you depart and arrive?
Objectives: The students will:
How do culture, geography, and climate affect travel and vacation activities?
 apply interpretive listening to Spanish
How do the paintings of Adrián Gómez express the concept of “pura vida”?
 interpret Spanish reading passages
Do you visit nature areas when you travel?
 analyze and use different patterns of interpersonal communication
What natural areas are near your home?
 present information and ideas to an audience through speaking and writing in Spanish How do they compare with the natural areas of Costa Rica?
 demonstrate understanding of social interaction patterns within Spanish culture
Sample Unit End Product
Write a letter or e-mail to a friend about things they did last summer. The letter should include at least five activities in the preterite tense.
Have students draw and label maps of local areas. Then, in pairs, they can ask and answer questions about locations using Act. 8 as a model.
Role-play a couple visiting a travel agent and arranging an itinerary for the trip. Talk about a real or imaginary trip.
Divide students into small groups. Have them role-play being a flight attendant serving passengers during a flight.
Ask students to write a response to Alejandro’s postcard.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IL.1.2: Demonstrate understanding of the main idea and essential details of short conversations and oral presentations.
WL.K12.IL.1.4: Identify key points and essential details on familiar topics presented through a variety of media.
WL.K12.IL.1.6: Demonstrate understanding of multiple-step directions and instructions in familiar settings.
WL.K12.IM.2.3:Identify specific information in everyday authentic materials such as advertisements, brochures, menus, schedules and timetables
WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions.
WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IL.4.3: Express needs, wants, and plans using a series of sentences that include essential details.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
www.floridastandards.org
Sample Activities and Tasks
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map,
Tree Map, Bubble Map
Cornell Notes
Pronunciation Practice
Oral and written practice
Choral repetition
Textbook and workbook activities
Illustrating/Draw
Comprehensive Skits
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Suggested Texts and Digital Resources
Teacher:
Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 (P32-57)
Teacher One stop (DVD and at my.hrw.com)
Interactive Whiteboard Lessons
Online Assessment (Exam view)
Student:
eEdition Online
eTextbook
Virtual culture
Online Practice
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com
Games and activities:
www.puzzlemaker.com
Resources by theme: http://www.miscositas.com/spanish.html
Map downloads: www.worldatlas.com http://www.teachertube.com/
Culture videos: www.sparkenthusiasm.com
People, Places, and Events to Know
Explora la cultura de Costa Rica (P 32)
Bebidas de Costa Rica y Chile. (P 78), Pura vida and the art of Adrián Gómez (P 42), A nature preserve in Costa Rica (P 48),
Ecotourism is the key to Costa Rica’s economic development. P59
C16 – Música: El bolero
Link to Webb’s DOK Guide
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 2: Argentina ¡Somos saludables!
Approximate
Time: 4 Weeks
Unidad 2: Lección 1 Tema: La copa mundial (P86-111)
Unit Overview
This unit focuses on Sports, ways to stay healthy and how to form the preterite of regular -er and -ir verbs. Talk about activities you and others did using demonstrative adjectives and
pronouns.
Unidad 2: Lección 2 Tema: ¿Qué vamos a hacer? (P112-139)
Unit Overview
This unit focuses on Daily routines, Reflexive verbs, Present progressive
Learning Goal
Sample Essential Questions
The students will be able to
How are verbs in English different from Spanish when followed by Infinitives?
What are some activities and habits you can pursue to stay in shape and maintain a healthy
 talk about sports and sporting events
lifestyle?
 talk about staying healthy
How do sports reflect a country’s culture?
 use preterite verbs to talk about what you and others did last week.
What is the importance of soccer in Argentina and which sports hold the same level of
 describe daily routines using reflexive verbs.
importance in the United States?
 talk about people plans using pensar + infinitive.
How do sports help you stay healthy?
 use demonstrative adjectives and pronouns.
What are some important holidays and celebrations in the Hispanic culture and why are
 use the preterite of –er and –ir verbs.
they important?
 describe they and others are doing right now or intend to do present progressive.
When are mayor sports event celebrated in USA and Argentina?
 use adverbs with –mente.
How do Antonio Berni’s paintings reflect Argentine life and culture?
 clarify the sequence of events.
What is to conjugate? How does it look like?
What sports and other physical activities are popular in your community?
Objectives: The students will:
Why is it important that we keep ourselves in good shape?
 apply interpretive listening to Spanish
What are the endings for –er and –ir preterite verbs?
 interpret Spanish reading passages
Where in the world “Tango” originated?
 analyze and use different patterns of interpersonal communication
What key words do you need in a sentence to talk about the preterite?
 present information and ideas to an audience through speaking and writing in
What do soccer fans in both Argentina and Spain do to show support for their teams?
Spanish
What habits and practices can one adopt to stay in shape or improve one’s athletic skills?
 demonstrate understanding of social interaction patterns within Spanish culture
Why is the World Cup important in Argentine culture?
How would you compare the World Cup with a similar sports championship in the United
States?
Sample Unit End Product
Compare and contrast the different sports or activities they practice with their friends in USA with those in Latin American countries.
Each student should think of a place or an activity they enjoy doing. Then, they may draw a picture of the place/ activity. As they complete their illustrations, have them write a caption
stating what is happening, using the present progressive. P124
Create a comic strips, p. 126
Have students work in pairs.
Each student writes five sentences about what he or she did last weekend.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IL.1.3: Demonstrate understanding of the main idea and essential details in messages and announcements on familiar topics.
WL.K12.IM.1.6: Demonstrate understanding of complex directions and instructions in familiar settings.
WL.K12.IM.3.1: Express views and effectively engage in conversations on a variety of familiar topics.
WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation.
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IL.4.5: Present a short skit or play using well-structured sentences.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Tree Map, Bubble Map
Teacher:
Cornell Notes
One stop (DVD and at my.hrw.com)
Pronunciation Practice
Interactive Whiteboard Lessons
Oral and written practice
Online Assessment (Exam view)
Choral repetition
Student:
Textbook and workbook activities
eEdition Online
Illustrating/Draw
eTextbook
Comprehensive Skits
Virtual culture
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com
Games and activities:
http://www.videoele.com/menu_A1.html
http://www.ver-taal.com/vocabulario.htm
Resources by theme: http://www.miscositas.com/spanish.html
Map downloads: www.Worldatlas.com http://www.teachertube.com/
Culture videos: www.sparkenthusiasm.com
Www.cleanvideosearch.com
People, Places, and Events to Know
Explora la cultura de Argentina (P 86)
Tango Dancing (P 87), Argentinean soccer player Juan Sebastián Verón (P 99),
C4-Música: El Tango
Link to Webb’s DOK Guide
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 3: Puerto Rico ¡Vamos de compras!
Approximate
Time: 4 Weeks
Unidad 3: Lección 1 Tema: ¿Cómo me queda? (P140-165)
Unit Overview
This unit focuses on clothes and shopping, present tense of irregular yo verbs, pronouns after prepositions and express yourself courteously.
Unidad 3: Lección 2 Tema: ¿Filmamos en el mercado? (P166-193)
Unit Overview
This unit focuses on vocabulary of the market, Irregular preterite to, Preterite of -ir stem-changing verbs to describe past activities and events.
Learning Goal
Sample Essential Questions
The students will be able to
What are some of your favorite stores?
 talk about clothing, shopping, and personal needs
What is the diplomatic relationship between The US and Puerto Rico?
 say whom things are for express opinions
What factors affect where one shops and what type of clothing one buys?
 use verbs like gustar
How do you ask for and talk about items at a marketplace.
 use the present tense of irregular yo verbs
What is to conjugate? How does it look like?
 use pronouns after prepositions
What are some important holidays and celebrations in the Hispanic culture and why are they
 describe past activities and events
important?
 ask for and talk about items at a marketplace
How do you express opinions using verbs like gustar and express yourself courteously.
 express themself courteously
What influences the traditional clothing worn in a particular area?
 use hace + expressions of time
What factors affect what one buys?
 use irregular preterite verbs to talk about the past
What instruments are used to play “Salsa”?
 use preterite of -ir stem-changing verbs
Why do people buy presents?
How are irregular preterite stems verbs compare and contrast with the regular form?
Objectives: The students will:
How do you use the preterite forms of -ir stem-changing verbs “pedir” and “dormir”?
 apply interpretive listening to Spanish
Where do people listen and dance “Salsa” music?
 interpret Spanish reading passages
What traditions and celebrations exist in Puerto Rico?
 analyze and use different patterns of interpersonal communication
How do you communicate as a buyer or seller in a real or online marketplace?
 present information and ideas to an audience through speaking and writing in
What are irregular yo form verb?
Spanish
What is a stem changing verb?
 demonstrate understanding of social interaction patterns within Spanish culture
Unit End Product
Design and create a store add in the target language.
Have students hold a fashion show in class P144
Have students create a visitor brochure for an historic building they knowP166
Have students in pairs create a simple T.V. ad in Spanish for their favorite store or brand of clothing.
Oral Presentation: Have students in pairs prepare an oral presentation on a craft item from a Spanish-speaking country. P 185
Have students prepare a short skit using as many expressions of courtesy as possible.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.5: Demonstrate understanding of the purpose of a lecture or talk on a familiar topic.
WL.K12.IL.1.6 Demonstrate understanding of multiple-step directions and instructions in familiar settings.
WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.
WL.K12.IM.3.1: Express views and effectively engage in conversations on a variety of familiar topics.
WL.K12.IM.3.3: Express personal views and opinions on a variety of topics.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Tree Map, Bubble Map
Teacher:
Cornell Notes
One stop (DVD and at my.hrw.com)
Pronunciation Practice
Interactive Whiteboard Lessons
Oral and written practice
Online Assessment (Exam view)
Choral repetition
Student:
Textbook and workbook activities
eEdition Online
Illustrating/Draw
eTextbook
Commented [JCD1]:
Comprehensive Skits
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com
Www.cleanvideosearch.com
Games and activities:
http://www.thespanishcorner.org/games-and-activities.html
Resources by theme: http://www.ver-taal.com/vocabulario.htm
Map downloads: www.Worldatlas.com http://www.teachertube.com/
Culture videos: https://www.youtube.com/watch?v=Ekzxg2KcYoM
http://www.ver-taal.com/vocabulario.htm
People, Places, and Events to Know
Explora la cultura de Puerto Rico (P 140)
Puerto Rico is an associated free state of the U.S. P143, Los taínos P 162, Máscaras P 186, Las artesanías P 184, Tostones P 139B,
José Campeche, Parque de Bombas P167, Los vejigantes P174, Las parrandas P180
C2-Música- Salsa
Link to Webb’s DOK Guide
Commented [JCD2]:
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 4: México ¡Cultura antigua, ciudad moderna!
Approximate
Time: 4 Weeks
Unidad 4: Lección 1 Tema: Una leyenda mexicana (P194-219)
Unit Overview
This unit focuses on Legends and stories, Using the imperfect to talk about childhood activities. The Imperfect tense, Preterite and imperfect, imperfect tense of the three irregular
verbs: ser, ir, and ver.
Unidad 4: Lección 2 Tema: México antiguo y moderno (P220-249)
Unit Overview
This unit focuses on past and present, Preterite of -car, -gar, -zar verbs, More verbs with irregular preterite stems. Verbs with i-y spelling change in the preterite.
Learning Goal
Sample Essential Questions
The students will be able to
How to form the imperfect tense?
How do language and culture influence identity?
 describe continuing activities in the past
What are the differences between preterite and imperfect tenses?
 narrate past events and activities
What instruments are used by the “Mariachis”?
 describe people, places, and things using past participles as adjectives
How do you use past participles as adjectives?
 use verbs in the imperfect tense
How are legends from Mexico similar or different to legends from your culture?
 use the preterite and imperfect to talk about the past
Who was Alfredo Zalce Torres?
 describe early civilizations and their activities
How do you form the preterite of -car, -gar, and -zar verbs?
 describe the layout of a modern city
How do legends’ heroes influence who we are?
 ask for and give directions
What patterns can you find in the Spanish language?
 use verbs with i →y spelling change in the preterite
How are life and culture in Mexico reflected in its art?
 use the preterite of -car, -gar, and -zar verbs
What are some important holidays and celebrations in the Hispanic culture and why are
 use verbs with irregular preterite stems
they important?
How does one’s own culture and national history influence who one’s heroes are?
Objectives: The students will:
How do tell the weather and give directions?
 apply interpretive listening to Spanish
How do you tell stories in the target language?
 interpret Spanish reading passages
When to use the preterite and imperfect of ser?
 analyze and use different patterns of interpersonal communication
Why are legends passed down through generations?
 present information and ideas to an audience through speaking and writing in Spanish How the Independence Day is in Mexico is celebrated?
 demonstrate understanding of social interaction patterns within Spanish culture
What purpose do legends have in a culture?
Who were the Aztecs and Mazatecas?
How do we use storytelling language to describe past events?
Unit End Product
Computer research about legends and stories in USA to compare and contrast with the ones in México.
Exchange paragraphs with a partner and write an ending for a story. P210
Create your own “El Calendario Azteca” P193a
Ask students to make a crossword puzzle using at least ten words from the
vocabulary list.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.
WL.K12.IM.1.4: Identify essential information and supporting details on familiar topics presented through a variety of media.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.
WL.K12.IL.2.1: Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in texts that contain familiar themes.
WL.K12.IL.3.2: Interact with others in everyday situations.
WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation.
WL.K12.IM.3.3: Express personal views and opinions on a variety of topics.
WL.K12.IL.3.4: Exchange information about familiar academic and social topics including participation in an interview.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
Sample Activities and Tasks
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map,
Tree Map, Bubble Map
Cornell Notes
Pronunciation Practice
Oral and written practice
Choral repetition
Textbook and workbook activities
Illustrating/Draw
Comprehensive Skits
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Draw a map of the Aztec Empire.
Create a legend of your own.
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com
Games and activities:
http://www.thespanishcorner.org/games-and-activities.html
www.floridastandards.org
Suggested Texts and Digital Resources
Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Teacher:
One stop (DVD and at my.hrw.com)
Interactive Whiteboard Lessons
Online Assessment (Exam view)
Student:
eEdition Online
eTextbook
Virtual culture
Online Practice
Resources by theme: http://www.miscositas.com/spanish.html
Map downloads: http://www.digitaldialects.com/Spanish.htm
Culture videos: http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw
People, Places, and Events to Know
Explora la cultura de México (P 194)
Una leyenda mazateca: El fuego y el tlacuache P214, La bandera mexicana P216
Los zapotecas y los otavaleños P238, The art of Alfredo Zalce Torres, p. 210
C6- Música - La música mariachi
C20- Música- La cumbia
Link to Webb’s DOK Guide
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 5: España ¡A comer!
Approximate
Time: 4 Weeks
Unidad 5: Lección 1 Tema: ¡Qué rico! (P250-275)
Unit Overview
This unit focuses on Preparing and describing food, Pronoun placement with commands, Adjectives ending in –ísimo and irregular usted/ustedes command forms.
Unidad 5: Lección 2 Tema: ¡Buen provecho! (P276-305)
Unit Overview
This unit focuses on Ordering meals in a restaurant, Affirmative and negative words, Double object pronouns
Learning Goal
The students will be able to
 identify and describe ingredients
 talk about food preparation and follow recipes
 give instructions and make recommendations
 order meals in a restaurant
 describe food and service in a restaurant
 talk about meals and dishes
 use adjectives ending in -ísimo
 use usted / ustedes commands
 use pronoun placement with commands
 use affirmative and negative words
 use double object pronouns
Sample Essential Questions
How is the table set in a restaurant in Spain?
What factors influence the foods one eats?
How do you create informal commands?
What are some dining customs from Spain?
What are some restaurant dishes you can order in Spain?
Where do you place pronoun with commands?
How do culture and geography affect what, when, and where one eats?
How do you order food in Spain?
What kind of typical foods do you eat in restaurants in your community?
What activities in a society are associated with food?
Where do you place double object pronouns?
What are some affirmative and negative words?
How is dining in a restaurant in Spain similar or different than dining in a restaurant
in the United States?
Objectives: The students will:
What instruments are use in “Flamenco” music?
 apply interpretive listening to Spanish
Why do we use –ísimo in Spainsh?
 interpret Spanish reading passages
What are some important holidays and celebrations in the Hispanic culture and why
 analyze and use different patterns of interpersonal communication
are they important?
 present information and ideas to an audience through speaking and writing in Spanish
How do you place two object pronouns in a sentence?
 demonstrate understanding of social interaction patterns within Spanish culture
What patterns can you find in the Spanish language?
Unit End Product
Role playing ordering meals in Spain.
Create a menu for a restaurant in Spain. Write a recipe of your own.
Create a Comprehensive Skit.
Ask students to make a crossword puzzle using at least ten words from the vocabulary list.
Design and Draw a Comic Strip.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.
WL.K12.IL.2.3: Determine the meaning of a message and identify the author’s purpose of authentic written texts such as advertisements, and public announcement.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IL.4.5: Present a short skit or play using well-structured sentences.
WL.K12.IL.4.6: Describe events in chronological order using connected sentences with relevant details.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Tree Map, Bubble Map
Teacher:
Cornell Notes
One stop (DVD and at my.hrw.com)
Pronunciation Practice
Interactive Whiteboard Lessons
Oral and written practice
Online Assessment (Exam view)
Choral repetition
Student:
Textbook and workbook activities
Illustrating/Draw
Comprehensive Skits
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
eEdition Online
eTextbook
Virtual culture
Online Practice
 Describe geographical location and specialty dishes from Spain.
 Demonstrate understanding of food and dining vocabulary unique to Spain.
 Discuss Àngel Planells art and Pablo Neruda’s poems about food.
 Listen to “Flamenco” music, its mixture of culture, and some of its most well-known
performers.
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com
Games and activities:
http://www.ver-taal.com/vocabulario.htm
Resources by theme: http://www.miscositas.com/spanish.html
Map downloads: www.Worldatlas.com
http://www.teachertube.com/
Culture videos: www.sparkenthusiasm.com Www.cleanvideosearch.com
People, Places, and Events to Know
Explora la cultura de España (P 250)
Dos odas de Pablo Neruda P 270-271, La naturaleza muerta by Àngel Planells. P 260
Comida en España y El Salvador P296, Las tapas P266
C10-Música-El flamenco
Link to Webb’s DOK Guide
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 6: Estados Unidos ¿Te gusta el cine?
Approximate
Time: 4 Weeks
Unidad 6: Lección 1 Tema: ¡Luces, cámara, acción! (P306-331)
Unit Overview
This unit focuses on Making movies, Affirmative tú commands, Negative tú Commands,
Unidad 6: Lección 2 Tema: ¡Somos estrellas! (P332-357)
Unit Overview
This unit focuses on Invitations to a premiere, Present subjunctive with ojalá, More subjunctive verbs with ojalá
Learning Goal
Students will be able to
 tell others what to do and what not to do
 make suggestions and influence others
 talk about movies and how they affect you
 use affirmative and negative tú commands
 extend and respond to invitations
 talk about technology
 use vamos + a + infinitive
 make future plans
 express hopes and wishes using the subjuntive
 using present subjunctive with ojalá
 use spelling changes in the subjunctive
 use subjunctive of irregular verbs
Objectives: The students will:
 apply interpretive listening to Spanish
 interpret Spanish reading passages
 analyze and use different patterns of interpersonal communication
 present information and ideas to an audience through speaking and writing in Spanish
 demonstrate understanding of social interaction patterns within Spanish culture
Sample Essential Questions
How do you tell others what to do and what not to do?
How do you make suggestions?
Where in the world are we in Unidad 6?
How do you use “vamos + a + infinitive”?
How do you form affirmative tú commands and negative tú commands?
What artistic expressions reflect culture?
What is to conjugate? How does it look like?
How do movies reflect cultural perspectives?
What are some important holidays and celebrations in the Hispanic culture and
why are they important?
How do movies affect people’s lives?
What influence do Spanish and Latin American actors and movies have in the
United States?
What are the 4 tense of the verbs in Spanish?
How do I create a sentence using the subjunctive ojalá?
What patterns can you find in the Spanish language?
Unit End Product
Create an invitation using either a computer program or paper to invite someone to a movie premier using vocabulary and structures from the unit.
Design and deliver a survey about students’ activities and preferences. (Textbook page 305)
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.
WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Tree Map, Bubble Map
Teacher:
Cornell Notes
One stop (DVD and at my.hrw.com)
Pronunciation Practice
Interactive Whiteboard Lessons
Oral and written practice
Online Assessment (Exam view)
Choral repetition
Student:
Textbook and workbook activities
eEdition Online
Illustrating/Draw
eTextbook
Comprehensive Skits
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com Www.cleanvideosearch.com
Games and activities:
http://www.thespanishcorner.org/games-and-activities.html
Virtual culture
Online Practice
Resources by theme: http://www.miscositas.com/spanish.html
http://www.songsforteaching.com/spanishsongs.htm
Map downloads: www.Worldatlas.com
Culture videos: www.sparkenthusiasm.com http://www.teachertube.com/
People, Places, and Events to Know
Explora la cultura de Estados Unidos
La casa de los espíritus P326, El Óscar y el Ariel: dos premios prestigiosos P350
Los murales de Los Ángeles P 328
C18-Los Angeles- Música- El rock latino
C22- Los Angeles- Música- La música Hip-hop
Link to Webb’s DOK Guide
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 7: República Dominicana ¡Soy periodista!
Approximate
Time: 4 Weeks
Unidad 7: Lección 1 Tema: Nuestro periódico escolar (P362-387)
Unit Overview
This unit focuses on the school newspaper, using subjunctive with impersonal expressions, using Por and para correctlu, expressing opinions, school-related issues, impersonal
expressions
Unidad 7: Lección 2 Tema: Somos familia (P388-417)
Unit Overview
This unit focuses on the family and relationships. Using comparatives and superlatives. Describing things and people, compare personalities, attitudes and appearance.
Learning Goal
Sample Essential Questions
The students will be able to
What are the different meanings/uses of “por” and “para”?
 discuss school-related issues
How do I create a sentence using superlatives and comparativse?
 state and respond to opinions
What are some important holidays and celebrations in the Hispanic culture and why are
 present logical and persuasive arguments
they important?
 use subjunctive with impersonal expressions
How is life in the Dominican Republic similar and different from life in your community?
 use impersonal expressions with haya
Who was Oscar de la Renta?
 understand the difference for por and para
How is the family tradition of godparents in Latin America and the United States similar
 identify and explain family relationships
and different?
 compare personalities, attitudes, and appearance
How do you use the subjunctive with impersonal expressions?
 describe things and people using long forms of possessive adjectives
What constitutes an immediate and an extended family?
 use comparatives with más de / menos de
 use superlatives
Objectives: The students will:
 apply interpretive listening to Spanish
 interpret Spanish reading passages
 analyze and use different patterns of interpersonal communication
 present information and ideas to an audience through speaking and writing in Spanish
 demonstrate understanding of social interaction patterns within Spanish culture
Unit End Product
Create a picture of a favorite family activity – real or imagined. P388
Create a Layer Book depicting verb conjugations in the preterite.
using vocabulary, structures and concepts from the unit
Design and create a comic strip.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.
WL.K12.IM.1.4: Identify essential information and supporting details on familiar topics presented through a variety of media.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.
WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IM.4.1: Produce a simple factual presentation supported by multimedia components and visual displays (e.g. graphics, sound) and using logically sequenced and connected
sentences with relevant details.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map,
Tree Map, Bubble Map
Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Cornell Notes
Teacher:
Pronunciation Practice
One stop (DVD and at my.hrw.com)
Oral and written practice
Interactive Whiteboard Lessons
Choral repetition
Textbook and workbook activities
Illustrating/Draw
Comprehensive Skits
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Online Assessment (Exam view)
Student:
eEdition Online
eTextbook
Virtual culture
Online Practice
 Identify similarities and differences between life in the Dominican Republic and life in the
United States.
 Writes a short paragraph expressing their opinion about school-related issues using
comparatives with más de / menos de superlatives.
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
www.Studyspanish.com
Games and activities:
http://www.thespanishcorner.org/games-and-activities.html
Resources by theme: http://www.miscositas.com/spanish.html
Map downloads: www.Worldatlas.com
Culture videos: www.sparkenthusiasm.com
People, Places, and Events to Know
Explora la cultura de la República Dominicana P 362
Santo Domingo P373, Los padrinos P 406, Oscar de la Renta P 384
C8- Música- El Merengue, C24- Música- La música bachata
Link to Webb’s DOK Guide
2016-2017 Curriculum Blueprint
Grade: 9-12
Course Descriptions: Spanish 2
Unidad 8: Ecuador ¡Nuestro Futuro!
Approximate
Time: 4
Weeks
Unidad 8: Lección 1 Tema: El mundo de hoy (P418-443)
Unit Overview
This unit focuses on the environment and its conservation. Other impersonal expressions, Future Tense of Regular Verbs
Unidad 8: Lección 2 Tema: En el futuro… (P444-448)
Unit Overview
This unit focuses on Careers and professions, Future tense of irregular verbs, Pronouns,
Learning Goal
The students will be able to
 express what is true and not true
 discuss environmental problems and solutions
 talk about future actions or events
 use spelling change of -ger verbs
 use impersonal expressions
 use future tense of regular verbs
Objectives: The students will:
 apply interpretive listening to Spanish
 interpret Spanish reading passages
 analyze and use different patterns of interpersonal communication
 present information and ideas to an audience through speaking and writing in
Spanish
 demonstrate understanding of social interaction patterns within Spanish culture
Sample Essential Questions
What are the 5 tense of the verbs in Spanish?
How do I create a sentence using the future tense?
What is to conjugate? How does it look like?
Where in the world are we in Unidad 8?
How do you express what is true and not true?
How do you discuss environmental problems and solutions using the spelling change of
–ger verbs?
How do you talk about future actions or events, ask and respond to questions about the
future?
What are some important holidays and celebrations in the Hispanic culture and why are they
important?
How do you talk about professions?
How do you predict future events and people’s actions or reactions?
How do you form the future tense of regular and irregular verbs?
How do individuals contribute to the well-being of a community?
How does nature influence cultural activities?
What kind of activities can help to protect the environment?
What are some examples of environmental problems? What kind of activities can help to
protect the environment?
Unit End Product
Poster about Careers and professions using the future.
Create a storytelling activity, ¿Qué profesión me gustaría tener algún día? (Textbook page 417B).
Web research activity: “The Wreck of the Jessica” (Textbook page 471B)
Students will be able to create a story using all 5 tense of the verbs in Spanish.
Plan a tour through Ecuador that includes a variety of foods, monuments and historical entities. Comprehensive Skit.
Content Standards for the Unit
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs,
traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to
reinforce and further knowledge of other disciplines through the target language.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
www.floridastandards.org
Sample Activities and Tasks
Suggested Texts and Digital Resources
Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map,
Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013
Tree Map, Bubble Map
Teacher:
Cornell Notes
One stop (DVD and at my.hrw.com)
Pronunciation Practice
Interactive Whiteboard Lessons
Oral and written practice
Online Assessment (Exam view)
Choral repetition
Student:
Textbook and workbook activities
eEdition Online
Illustrating/Draw
eTextbook
Comprehensive Skits
Virtual culture
Videos & animations of a ¡AvanzaRap! (with Karaoke track)
Online Practice
Songs
Culture video clips
Cornell Notes about
Interactive Notebook
Foldable and layer books
Flash cards
Links and Resources
Avancemos textbook website: http://my.hrw.com
Vocabulary and Grammar:
http://www.ver-taal.com/vocabulario.htm
Games and activities:
http://www.thespanishcorner.org/games-and-activities.html
Resources by theme: http://www.miscositas.com/spanish.html
Www.cleanvideosearch.com
Map downloads: www.Worldatlas.com
http://www.teachertube.com/
Culture videos: http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw
People, Places, and Events to Know
Explora la cultura de Ecuador (P 418)
Los parques nacionales de Ecuador P440
C14- Ecuador- Música- Música andina
Link to Webb’s DOK Guide