2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 1: Para empezar, vamos a repasar
Time Allowed:
2 weeks
1st Quarter
Instructional Focus Benchmarks Learning Goal:
The students will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing in a culturally appropriate context in the target language.
The below benchmark(s) is
linked to the CPALMS site that
Objectives: The students will:
contains the Specifications to

apply interpretive listening to Spanish
include the Content limits,

interpret Spanish reading passages
Attributes/Stimulus, and

analyze and use different patterns of interpersonal communication
additional information.

present information and ideas to an audience through speaking and writing in Spanish
N/A

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
There is not one listed for this
particular unit because this is the
first unit of the year.
Benchmarks/Standards
Supporting Florida Standards
WL.K12.IL.1.2 : Demonstrate understanding of the main idea and
essential details of short conversations and oral presentations.
Date Range: Given during the
instruction per the outline in this
WL.K12.IM.1.1: Identify the main idea and supporting details on
section
familiar topics expressed in a series of connected sentences,
conversations, presentations, and messages.
Key Vocabulary: saludos y
despedidas, los útiles escolares, el
WL.K12.IM.1.2: Demonstrate understanding of the main idea and
calendario el tiempo, la hora, los
supporting details of presentations on familiar topics.
números, preguntas básicas, la
gramática, los pronombres, los
verbos, conjugar, tiempo presente WL.K12.IL.1.4: Identify key points and essential details on familiar
topics presented through a variety of media.
Essential Content & Understanding:
Interpretive Listening:
understand and interpret oral messages and conversations
using vocabulary, concepts, and ideas studied in Spanish 1
like:

Greetings and introductions

School and classroom phrases

question words

calendar, weather and telling time

numbers
Essential Questions:
How do you introduce yourself and others in Spanish?
How do you tell the time and talk about dates in
Spanish?
What are some school supplies called in Spanish?
What are some important holidays and celebrations in
the Hispanic culture and why are they important?
Resources/Links:
Exprésate textbook website http://my.hrw.com

Audio Program CDs

Video Program DVD
Interpretive Reading:

Al rap DVD
understand and interpret information, concepts, and ideas in

Holt PuzzlePro CD-ROM
writing using vocabulary, concepts, and ideas studied in

Cuaderno de actividades
Spanish 1

Cuaderno de vocabulario y gramática
WL.K12.IL.1.5: Demonstrate understanding of the main idea and
essential details from oral narration and stories on familiar topics.

Grammar Tutor
Interpersonal Communication:

Teaching Transparencies
engage in conversations and exchange information, concepts,
WL.K12.IM.1.5: Demonstrate understanding of the purpose of a
and ideas orally and in writing using vocabulary, and
lecture or talk on a familiar topic.
applying grammatical structures (rules) studied in Spanish Remediation & Enrichment Resources
For reviewing grammar and vocabulary
1, such as:
WL.K12.IL.2.1 : Use context clues and background knowledge to

www.studyspanish.com

using proper concordance:
demonstrate understanding of the main idea and essential details in

www.conjuguemos.com
subject-verb agreement
texts that contain familiar themes

www.wordreference.com
noun-adjective agreement

http://www.ver-taal.com/gramatica.htm
tense agreement
WL.K12.IM.2.1: Identify the main idea and key details in texts that

http://www.notesinspanish.com/

conjugations in the present tense:
contain familiar and unfamiliar vocabulary used in context.

http://clear.msu.edu/quizbreak/play.php?
Regular
board=38234-1321540426
Irregular verbs: ser, ir
WL.K12.IL.2.2: Interpret written literary text in which the writer

http://www.cleanvideosearch.com/media/
Stem changing verbs
tells or asks about familiar topics.
action/yt/watch?videoId=BdLuT_P0OzE

Tener idioms

Using direct objects and indirect object pronouns Proficiency Tests
WL.K12.IM.2.2: Determine the main idea and essential details when

http://www.laits.utexas.edu/spe/siteindex.

Affirmative informal commands
reading narratives, literary selections, and other fictional writings on
php#beg
familiar topics.

http://www.linguaweb.com/company_en/
Presentational Speaking:
datos_test.asp
present information, concepts, and ideas to an audience of
WL.K12.IM.2.4: Recognize many high frequency idiomatic
Power Point Presentations and videos
listeners using vocabulary, and applying grammatical
expressions from a variety of authentic texts of many unknown

http://worldlanguages.pppst.com/spanish.
structures (rules) studied in Spanish 1
words by using context clues.
html

http://www.senorjordan.com/
Presentational
Writing:
WL.K12.IM.3.1: Express views and effectively engage in
Present information, concepts, and ideas in writing (to an

http://www.sunderlandschools.org/mflconversations on a variety of familiar topics.
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 1: Para empezar, vamos a repasar
Time Allowed:
2 weeks
1st Quarter
WL.K12.IM.3.2: Ask and answer questions on familiar topics to
clarify information and sustain a conversation.
audience of readers) using vocabulary, concepts, and
applying grammatical structures (rules) studied in Spanish 1

sunderland/resources-sp-ks3-ppt.htm
Canciones:
http://www.kidsspeakspanish.org/esp_Bu
enos_Dias_ii.shtml
Culture:
WL.K12.IM.3.6: Use known words and phrases to effectively
Use the target language to gain knowledge and demonstrate Culture
communicate meaning (circumlocution) when faced with unfamiliar understanding of the relationship among practices, products
Los países hispanohablantes
vocabulary.
(food), and perspectives of cultures other than their own.

http://www.espanole.org/pais

http://quizlet.com/2979625/los-paisesWL.K12.IM.3.7: Follow grammatical rules for self-correction when
Connections (CA), Comparisons (CB), and Communities
hispanohablantes-y-sus-capitales-flashspeaking.
(CC)
cards/

(CA) acquire, reinforce, and further their knowledge of

http://www.purposegames.com/game/spa
WL.K12.IM.6.2 : Use practices and characteristics of the target
other disciplines through the target language (Spanishnish-speaking-countries-quiz
cultures for daily activities among peers and adults.
speaking countries facts: geography, history, art)
Holidays and celebrations in Spanish-speaking

(CB) develop insight into the nature of the target
countries
WL.K12.IM.7.2 : Use previously acquired vocabulary to discuss
language and culture by comparing their own

http://ucanr.edu/sites/Spanish/Calendario
familiar topics in other subject areas such as geography, history,
language(s) and cultures to others (cognates and false
/Major_Holidays_and_Celebrations_of_Span
music, art, science, math, language, or literature to reinforce and
cognates)
ish-Speaking_Countries/
further knowledge of other disciplines through the target language. (CC) use the target language both within and beyond the
school setting to investigate and improve their world beyond
WL.K12.IM.8.1 : Compare language structures and skills that transfer their immediate surroundings for personal growth and
from one language to another.
enrichment
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 2: Vamos a comer
Time Allowed:
7 weeks
1st Quarter
Instructional Focus Benchmarks
Learning Goal:
The students will be able to comment on food, take an order and make polite requests, talk about meals, offer help and give instructions and affirmative informal commands.
The below benchmark(s) is linked to
the CPALMS site that contains the
Objectives: The students will:
Specifications to include the Content

apply interpretive listening to Spanish
limits, Attributes/Stimulus, and

interpret Spanish reading passages
additional information.

analyze and use different patterns of interpersonal communication
N/A

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Supporting Florida Standards
Essential Content & Understanding:
Interpretive Listening:
Understand and interpret oral messages and conversations
using vocabulary, concepts:
Date Range: Given during the

name and comment on food
instruction per the outline in this
WL.K12.IL.1.5: Demonstrate understanding of the main idea
section

using ser and estar to to describe foods
and essential details from oral narration and stories on

to make polite requests
familiar topics.

take orders and ordering food using stemKey Vocabulary: comidas, desayuno,
changing verbs pedir and servir
WL.K12.IM.1.5: Demonstrate understanding of the purpose of
almuerzo, cena, ser, estar, opinar,

to offer help and give instructions
ayudar, instrucciones, mandatos, pedir, a lecture or talk on a familiar topic.

the table setting
servir, preferir, poder, probar

to give affirmative informal commands
WL.K12.IL.1.6: Demonstrate understanding of multiple-step
direct objects and direct object
using indirect object pronouns
directions and instructions in familiar settings.
pronouns
WL.K12.IL.1.4: Identify key points and essential details on
familiar topics presented through a variety of media.
WL.K12.IL.2.2: Interpret written literary text in which the
writer tells or asks about familiar topics.
WL.K12.IL.2.4: Demonstrate understanding of vocabulary
used in context when following written directions.
WL.K12.IM.2.4: Recognize many high frequency idiomatic
expressions from a variety of authentic texts of many
unknown words by using context clues.
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.IL.3.5: Initiate a conversation to meet basic needs in
everyday situations both in and outside the classroom.
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.3.8: Describe a problem or situation with details
Essential Questions:
How can I comment on and describe food in Spanish?
How would I order food in a restaurant?
How can I give instructions and affirmative informal
commands in Spanish?
How is the use of ser and estar to describe food different in
Spanish and English?
How would you use this knowledge in your daily life?
Resources/Links:
Exprésate textbook website http://my.hrw.com
Exprésate textbook ancillaries:

Audio Program CDs

Video Program DVD
Interpretive Reading:

Al rap DVD
understand and interpret information, concepts, and ideas

Holt PuzzlePro CD-ROM
in writing like: reading a menu, understanding instruction

Cuaderno de actividades
on simple recipes

Cuaderno de vocabulario y gramática

Grammar Tutor
Interpersonal Communication:

Teaching Transparencies
engage in conversations and exchange information,
concepts, and ideas orally and in writing using the unit’s
Games and activities
vocabulary, and applying grammatical structures
http://www.thespanishcorner.org/games-andcorrectly
activities.html
Many different resources by themes:
Presentational Speaking:
present information, concepts, and ideas to an audience of http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
listeners using the unit’s vocabulary, and applying
http://elmundodebirch.wikispaces.com/Resources+by+cat
grammatical structures correctly for example in a
egory
restaurant skit.
Remediation & Enrichment Resources
Presentational Writing:
present information, concepts, and ideas in to an audience For reviewing grammar and vocabulary

www.studyspanish.com
of readers by writing a dialogue ordering food, describing
food, giving instructions, etc, using the unit’s vocabulary

www.conjuguemos.com
and applying grammatical structures correctly

www.wordreference.com

http://www.ver-taal.com/gramatica.htm
Culture:

http://www.notesinspanish.com/
use the target language to gain knowledge and
Food
demonstrate understanding of the relationship among
http://www.digitaldialects.com/Spanish/Food_audio.htm
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 2: Vamos a comer
Time Allowed:
7 weeks
1st Quarter
and state an opinion.
WL.K12.IL.4.1: Present information on familiar topics using a
series of sentences with sufficient details.
practices, products, and perspectives of cultures other
than his/her own.
http://www.cleanvideosearch.com/media/action/yt/watc
h?videoId=P7RP3Mw5mNM
Table setting http://quizlet.com/subject/table-settings-inspanish/
Connections (CA), Comparisons (CB), and
Communities (CC)
http://www.pbs.org/parents/noah/images/plac

(CA) acquire, reinforce, and further their knowledge
emat_GOODBYE_KITTY.pdf
of other disciplines through the target language (i.e.,
food and nutrition in the Spanish world, food
Power Point Presentations and videos
festivals and traditions)
WL.K12.IL.4.2: Describe people, objects, and situations using 

http://worldlanguages.pppst.com/spanish.html
(CB) develop insight into the nature of the target
a series of sequenced sentences.

http://www.senorjordan.com/
language and culture by comparing their own
language(s) and cultures to others (giving informal

http://www.sunderlandschools.org/mflWL.K12.IL.4.4: Provide a logical sequence of instructions on
commands, food and dishes, meals and meal hours)
sunderland/resources-sp-ks3-ppt.htm
how to make something or complete a task.
(CC) use the target language both within and beyond the

Canciones:
http://www.kidsspeakspanish.org/esp_Buenos_
school setting to investigate and improve their world
WL.K12.IM.4.4: Provide supporting evidence using logically
Dias_ii.shtml
beyond their immediate surroundings for personal
connected sentences that include relevant details.
growth and enrichment: (Spanish restaurant or store
Culture
setting)
WL.K12.IL.4.5: Present a short skit or play using wellAuthentic Spanish-speaking countries dishes
structured sentences.

http://www.taringa.net/posts/imagenes/13104
070/Comidas-Tipicas-de-America-Latina.html
WL.K12.IM.4.5: Retell or summarize a storyline using logically

http://www.whatspain.com/spanish-meal.html
connected sentences with relevant details.
Recipes

http://www.terra.com/vidayestilo/recetas/?ECI
WL.K12.IM.5.2: Write informative texts through a variety of
D=US_mujer_terrausa_SEMSearch
media using connected sentences and providing supporting
Holidays and celebrations in Spanish-speaking countries
facts about the topic.
http://ucanr.edu/sites/Spanish/Calendario/Major_Holiday
s_and_Celebrations_of_Spanish-Speaking_Countries/
WL.K12.IL.5.3: Express and support opinions on familiar
topics using a series of sentences.
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.5.3: State an opinion and provide supporting
evidence using connected sentences.
WL.K12.IL.5.4: Compare and contrast information, concepts,
and ideas.
WL.K12.IM.5.4: Conduct research and write a report on a
variety of topics using connected detailed paragraphs.
WL.K12.IL.5.5: Develop questions to obtain and clarify
information.
WL.K12.IM.5.5: Draft, edit, and summarize information,
concepts, and ideas.
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.IL.5.7: Develop a draft of a plan that addresses
purpose, audience, logical sequence, and a time frame for
completion.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 2: Vamos a comer
Course: Spanish II
Time Allowed:
7 weeks
1st Quarter
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.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.IL.6.3:Examine significant historic and
contemporary influences from the cultures studied such as
explorers, artists, musicians, and athletes.
WL.K12.IM.6.3: Research contributions made by individuals
from the target culture through the arts such as visual arts,
architecture, music, dance, literature, etc.
WL.K12.IL.7.1: Access information in the target language to
reinforce previously acquired content area knowledge.
WL.K12.IM.7.1:: Use expanded vocabulary and structures in
the target language to access different media and community
resources.
WL.K12.IL.7.2: Access new information on historic and/or
contemporary influences that underlie selected cultural
practices from the target language and culture to obtain new
knowledge in the content areas.
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.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 2: Vamos a comer
Course: Spanish II
Time Allowed:
7 weeks
1st Quarter
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.IL.9.1:: Use the target language to participate in
different activities for personal enjoyment and enrichment.
WL.K12.IM.9.1:: Use expanded vocabulary and structures in
the target language to access different media and community
resources.
WL.K12.IL.9.2: Communicate with people locally and/or
around the world, through e-mail, video, online communities,
and/or face-to face encounters.
WL.K12.IM.9.2:: Use a variety of media venues in the target
language to access information about community events and
organizations where the target language is spoken.
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 3: La rutina diaria
Time Allowed:
7 weeks
2nd Quarter
Instructional Focus Benchmarks
Learning Goal:
The students will be able to talk about and identify parts of the body, talk about their daily routine using reflexive verbs, talk about staying fit and healthy and how they feel
using estar, sentirse, and tener, and give advice using negative informal commands
The below benchmark(s) is linked to the
CPALMS site that contains the
Specifications to include the Content limits, Objectives: The students will:
Attributes/Stimulus, and additional

apply interpretive listening to Spanish
information.

interpret Spanish reading passages

analyze and use different patterns of interpersonal communication
N/A

present information and ideas to an audience through speaking and writing in Spanish
demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Essential Content & Understanding:
Essential Questions:
Benchmarks/Standards
Supporting Florida Standards
WL.K12.IL.1.1: Use context cues to identify
Date Range: Given during the instruction
per the outline in this section
Key Vocabulary:
Key Vocabulary: rutina, verbos reflexivos,
the main idea and essential details on familiar
topics expressed in short conversations,
presentations, and messages.
WL.K12.IL.1.2 : Demonstrate understanding of
the main idea and essential details of short
conversations and oral presentations.
Interpretive Listening:
Understand and interpret oral messages and
conversations using vocabulary, concepts:
- talking about the parts of the body
- talking about daily routines activities using
reflexive verbs
-talking about staying fit and healthy and
how you feel using estar, sentirse, and tener
- giving advice using negative informal
commands
How do you tell the doctor where it hurts?
How do you express, in Spanish, how you feel?
How are reflexive verbs different in Spanish?
How would you talk about staying fit and healthy?
How do you give advice using negative informal commands?
Resources/Links:
Exprésate textbook website http://my.hrw.com
Exprésate textbook ancillaries:
WL.K12.IL.1.4: Identify key points and essential Interpretive Reading:

Audio Program CDs
details on familiar topics presented through a understand and interpret information,

Video Program DVD
variety of media.

Al rap DVD
concepts, and ideas in writing like: advices

Holt PuzzlePro CD-ROM
and commands (i.e., No fume, daily schedule
WL.K12.IL.1.5: Demonstrate understanding of and routines)

Cuaderno de actividades
the main idea and essential details from oral

Cuaderno de vocabulario y gramática
narration and stories on familiar topics.

Grammar Tutor
Interpersonal Communication:
engage in conversations and exchange

Teaching Transparencies
WL.K12.IM.1.5: Demonstrate understanding information, concepts, and ideas orally and
of the purpose of a lecture or talk on a familiar in writing using the unit’s vocabulary, and
Games and activities http://www.thespanishcorner.org/games-andapplying grammatical structures correctly
activities.html
topic
Many different resources by themes:
WL.K12.IM.1.6:: Demonstrate understanding
Presentational Speaking:
http://www.miscositas.com/spanish.html
of complex directions and instructions in
present information, concepts, and ideas to http://www.spanishdaddy.com/
familiar settings.
an audience of listeners using the unit’s
http://elmundodebirch.wikispaces.com/Resources+by+category
WL.K12.IL.2.1 : Use context clues and
vocabulary, and applying grammatical
background knowledge to demonstrate
structures correctly for example in a
Remediation & Enrichment Resources
understanding of the main idea and essential
doctor’s office skit.\, daily routine, etc
For reviewing grammar and vocabulary
details in texts that contain familiar themes

www.studyspanish.com
Presentational Writing:

www.conjuguemos.com
WL.K12.IL.2.2: Interpret written literary text in present information, concepts, and ideas in

www.wordreference.com
which the writer tells or asks about familiar
to an audience of readers by writing a

http://www.ver-taal.com/gramatica.htm
topics.
dialogue giving advice, describing how

http://www.notesinspanish.com/
WL.K12.IL.2.4: Demonstrate understanding of someone feels, etc.,, using the unit’s
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 3: La rutina diaria
Course: Spanish II
Time Allowed:
7 weeks
2nd Quarter
vocabulary used in context when following
written directions.
Body Parts game
http://crossland.co.uk/alienlanguage.co.uk/alienlanguage/index.htm#
Song: Cabeza, hombros, rodillas pies
WL.K12.IL.3.1: Initiate and engage in a
http://www.youtube.com/watch?v=q8VWafm8ycM&feature=relmfu
Culture:
conversation on familiar topics.
Daily routine
use the target language to gain knowledge

http://www.languagesresources.co.uk/SpanishDailyRoutine.html
and demonstrate understanding of the
WL.K12.IL.3.2: Interact with others in everyday relationship among practices, products, and Power Point Presentations and videos
situations.
perspectives of cultures other than his/her

http://worldlanguages.pppst.com/spanish.html
own.

http://www.senorjordan.com/
WL.K12.IL.3.3: Express and react to feelings and

Song: Reflex your verby (video)
emotions in real life situations.
Connections (CA), Comparisons (CB), and
http://www.teachertube.com/viewVideo.php?video_id=63837
Communities (CC)
Culture
WL.K12.IM.3.6: Use known words and phrases 
(CA) acquire, reinforce, and further
La siesta http://www.donquijote.org/culture/spain/society/customs/siesta.asp
to effectively communicate meaning
their knowledge of other disciplines
(circumlocution) when faced with unfamiliar
through the target language (science,
vocabulary.
biology, anatomy, health)

(CB) develop insight into the nature of
WL.K12.IM.3.7: Follow grammatical rules for
the target language and culture by
self-correction when speaking.
comparing their own language(s) and
cultures to others (healthy habits,
WL.K12.IL.3.8: Initiate, engage, and exchange
cultural habits like “la siesta”)
(CC) use the target language both within and
basic information to solve a problem.
beyond the school setting to investigate and
improve their world beyond their
WL.K12.IM.3.8: Describe a problem or
immediate surroundings for personal
situation with details and state an opinion.
growth and enrichment: (your own daily
routine, doctors office or gym setting)
WL.K12.IL.4.3: Express needs, wants, and
plans using a series of sentences that include
essential details.
WL.K12.IL.4.5: Present a short skit or play
using well-structured sentences.
WL.K12.IL.4.1: Present information on familiar
topics using a series of sentences with sufficient
details.
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.
vocabulary and applying grammatical
structures correctly
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 3: La rutina diaria
Course: Spanish II
Time Allowed:
7 weeks
2nd Quarter
WL.K12.IL.4.2: Describe people, objects, and
situations using a series of sequenced
sentences.
WL.K12.IM.4.4: Provide supporting evidence
using logically connected sentences that include
relevant details.
WL.K12.IM.4.5: Retell or summarize a storyline
using logically connected sentences with
relevant details.
WL.K12.IL.4.6:Describe events in
chronological order using connected sentences
with relevant 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.IM.5.3: State an opinion and provide
supporting evidence using connected
sentences.
WL.K12.IL.5.4: Compare and contrast
information, concepts, and ideas.
WL.K12.IL.5.4: Compare and contrast
information, concepts, and ideas.
WL.K12.IL.5.5: Develop questions to obtain and
clarify information.
WL.K12.IM.5.5: Draft, edit, and summarize
information, concepts, and ideas.
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.IL.5.7: Develop a draft of a plan that
addresses purpose, audience, logical sequence,
and a time frame for completion.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 3: La rutina diaria
Course: Spanish II
Time Allowed:
7 weeks
2nd Quarter
WL.K12.IL.6.1:Recognize similarities and
differences in practices and perspectives used
across cultures (e.g., holidays, family life) to
understand one’s own and others’ ways of
thinking.
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 athlete
WL.K12.IM.6.3:Research contributions made
by individuals from the target culture through
the arts such as visual arts, architecture, music,
dance, literature, etc.
WL.K12.IM.7.1: Access information in the
target language to reinforce previously
acquired content area knowledge.
WL.K12.IL.7.2:Access new information on
historic and/or contemporary influences that
underlie selected cultural practices from the
target language and culture to obtain new
knowledge in the content areas.
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.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 3: La rutina diaria
Course: Spanish II
Time Allowed:
7 weeks
2nd Quarter
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.IL.9.1:Use the target language to
participate in different activities for personal
enjoyment and enrichment.
WL.K12.IM.9.1:Use expanded vocabulary and
structures in the target language to access
different media and community resources.
WL.K12.IL.9.2:Communicate with people
locally and/or around the world, through email, video, online communities, and/or face-to
face encounters.
WL.K12.IM.9.2: Use a variety of media venues
in the target language to access information
about community events and organizations
where the target language is spoken.
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 4: Vamos de compra
Time Allowed:
7 weeks
2nd & 3rd Quarter
Instructional Focus Benchmarks
Learning Goal:
The students will be able to describe clothing items, to ask for and give opinions, ask for and offer help in a store, say where you went and what you did using the preterite tense
The below benchmark(s) is linked to the
CPALMS site that contains the
Objectives: The students will be able to:
Specifications to include the Content

apply interpretive listening to Spanish
limits, Attributes/Stimulus, and

interpret Spanish reading passages
additional information.

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish
N/A

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Supporting Florida Standards
Date Range: Given during the instruction
per the outline in this section
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.
Key Vocabulary: ropa, colores, tamaños,
precios, tiendas, pretérito, ir, fui
WL.K12.IL.1.2: Demonstrate understanding of the main idea and
essential details of short conversations and oral presentations.
Essential Content & Understanding:
Essential Questions:
Interpretive Listening:
Understand and interpret oral messages and
conversations using vocabulary, concepts:
- clothing items, descriptions on what someone is
wearing
- opinions on how something fits and looks
- how much something cost, prices and numbers
- where you went and what you did
How do you describe what you and others are wearing?
How do you ask for help in a store?
How is the preterite tense used to talk about the past?
Resources/Links:
Exprésate textbook website http://my.hrw.com
Exprésate textbook ancillaries:

Audio Program CDs
WL.K12.IL.1.4: Identify key points and essential details on familiar Interpretive Reading:

Video Program DVD
topics presented through a variety of media.
understand and interpret information, concepts, and

Al rap DVD
ideas in writing like the ones mention above.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and

Holt PuzzlePro CD-ROM
essential details from oral narration and stories on familiar topics. Interpersonal Communication:

Cuaderno de actividades
engage in conversations and exchange information,

Cuaderno de vocabulario y gramática
WL.K12.IM.1.5: Demonstrate understanding of the purpose of a
concepts, and ideas orally and in writing using the

Grammar Tutor
lecture or talk on a familiar topic.
unit’s vocabulary, and applying grammatical

Teaching Transparencies
structures correctly
WL.K12.IM.1.6: Demonstrate understanding of complex directions
Games and activities
and instructions in familiar settings.
Presentational Speaking:
http://www.thespanishcorner.org/games-andpresent information, concepts, and ideas to an
activities.html
WL.K12.IL.2.1: Use context clues and background knowledge to
audience of listeners using the unit’s vocabulary, and Many different resources by themes:
demonstrate understanding of the main idea and essential details applying grammatical structures correctly for
http://www.miscositas.com/spanish.html
in texts that contain familiar themes.
example in a store skit, a fashion show,
http://www.spanishdaddy.com/
conversations talking about where they went and
WL.K12.IL.2.2: Interpret written literary text in which the writer
what they did, etc
http://elmundodebirch.wikispaces.com/Resources+by
tells or asks about familiar topics.
+category
Presentational Writing:
WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in present information, concepts, and ideas in to an
Remediation & Enrichment Resources
context when following written directions.
audience of readers by writing skit dialogue, letters For reviewing grammar and vocabulary
using the preterite to talk about where they went

www.studyspanish.com
WL.K12.IM.2.3: Identify specific information in everyday authentic and what they did

www.conjuguemos.com
materials such as advertisements, brochures, menus, schedules,

www.wordreference.com
and timetables.
Culture:

http://www.ver-taal.com/gramatica.htm
use the target language to gain knowledge and
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 4: Vamos de compra
Time Allowed:
7 weeks
2nd & 3rd Quarter
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.
demonstrate understanding of the relationship
among practices, products, and perspectives of
cultures other than his/her own.
Connections (CA), Comparisons (CB), and
WL.K12.IM.3.3: Express personal views and opinions on a variety of Communities (CC)
topics.

(CA) acquire, reinforce, and further their
knowledge of other disciplines through the
WL.K12.IL.3.4: Exchange information about familiar academic and
target language (colors/art; prices,/math)
social topics including participation in an interview.

(CB) develop insight into the nature of the
target language and culture by comparing their
WL.K12.IM.3.4: Engage effectively in a range of collaborative
own language(s) and cultures to others
discussions
(clothing, fashion, currency)
(CC) use the target language both within and beyond
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of the school setting to investigate and improve their
familiar topics.
world beyond their immediate surroundings for
personal growth and enrichment: (fashion word,
buying and store setting)
WL.K12.IL.3.6: Recount and restate information received in a
conversation in order to clarify meaning.
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.3.8: Describe a problem or situation with details and
state an opinion.
WL.K12.IL.4.1: Present information on familiar topics using a series
of sentences with sufficient details.
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.IL.4.2: Describe people, objects, and situations using a
series of sequenced sentences.
WL.K12.IM.4.4: Provide supporting evidence using logically
connected sentences that include relevant details.
WL.K12.IM.4.5: Retell or summarize a storyline using logically
connected sentences with relevant details.
http://www.notesinspanish.com/
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 4: Vamos de compra
Course: Spanish II
Time Allowed:
7 weeks
2nd & 3rd Quarter
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.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.IM.5.3: State an opinion and provide supporting evidence
using connected sentences.
WL.K12.IL.5.4: Compare and contrast information, concepts, and
ideas.
WL.K12.IM.5.4: Conduct research and write a report on a variety of
topics using connected detailed paragraphs.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.5: Draft, edit, and summarize information, concepts,
and ideas.
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.IL.5.7: Develop a draft of a plan that addresses purpose,
audience, logical sequence, and a time frame for completion.
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 athlete
WL.K12.IM.6.3: Research contributions made by individuals from
the target culture through the arts such as visual arts, architecture,
music, dance, literature, etc.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 4: Vamos de compra
Course: Spanish II
Time Allowed:
7 weeks
2nd & 3rd Quarter
WL.K12.IL.6.4: Identify similarities and differences in products
across cultures (clothing).
WL.K12.IL.7.1: Access information in the target language to
reinforce previously acquired content area knowledge.
WL.K12.IL.7.2: Access new information on historic and/or
contemporary influences that underlie selected cultural practices
from the target language and culture to obtain new knowledge in
the content areas.
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.IL.9.1: Use the target language to participate in different
activities for personal enjoyment and enrichment.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the
target language to access different media and community
resources.
WL.K12.IL.9.2: Communicate with people locally and/or around the
world, through e-mail, video, online communities, and/or face-to
face encounters.
WL.K12.IM.9.2: Use a variety of media venues in the target
language to access information about community events and
organizations where the target language is spoken.
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 5: De fiesta
Time Allowed:
7 weeks
3rd & 4th Quarters
Instructional Focus Benchmarks
Learning Goal:
The students will be able to talk about past holidays using the preterite tense, plan and talk about what is happening at the party using the present progressive.
The below benchmark(s) is linked to the
CPALMS site that contains the
Objectives: The students will be able to:
Specifications to include the Content

apply interpretive listening to Spanish
limits, Attributes/Stimulus, and

interpret Spanish reading passages
additional information.

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish
N/A

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Supporting Florida Standards
Essential Content & Understanding:
Interpretive Listening:
Understand and interpret oral messages and
Date Range: Given during the instruction
WL.K12.IL.1.1: Use context cues to identify the main idea and
conversations using vocabulary, concepts:
per the outline in this section
essential details on familiar topics expressed in short conversations, - holidays, special events and celebrations
presentations, and messages.
- preparations for a celebration(food, decorations, etc)
- activities to do on the party: using the present tense
WL.K12.IL.1.2: Demonstrate understanding of the main idea and
and preterite
essential details of short conversations and oral presentations.
Key Vocabulary:
Interpretive Reading:
Fiestas, celebraciones, festejar, celebrar,
WL.K12.IL.1.3: Demonstrate understanding of the main idea and
understand and interpret information, concepts, and
días feriados, entremeses, presente
essential details in messages and announcements on familiar topics. ideas in writing like the ones mention above.
progresivo
WL.K12.IM.1.3: Recognize the main idea and supporting details on Interpersonal Communication:
familiar topics of personal interest presented through messages and engage in conversations and exchange information,
announcements.
concepts, and ideas orally and in writing using the
unit’s vocabulary, and applying grammatical
WL.K12.IL.1.4: Identify key points and essential details on familiar structures correctly
topics presented through a variety of media.
Presentational Speaking:
present information, concepts, and ideas to an
WL.K12.IL.1.5: Demonstrate understanding of the main idea and
essential details from oral narration and stories on familiar topics. audience of listeners using the unit’s vocabulary, and
applying grammatical structures correctly for
example inviting friends to a celebration, planning a
WL.K12.IM.1.5: Demonstrate understanding of the purpose of a
celebration with friends, talking about what happened
lecture or talk on a familiar topic.
in a party
Presentational Writing:
WL.K12.IL.2.1: Use context clues and background knowledge to
demonstrate understanding of the main idea and essential details in present information, concepts, and ideas in to an
audience of readers by writing invitations to a party,
texts that contain familiar themes.
describing what people are doing at a party using the
present progressive, writing stories or letters telling
WL.K12.IL.2.2: Interpret written literary text in which the writer
what happened at the party,
tells or asks about familiar topics.
WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in
context when following written directions.
Culture:
use the target language to gain knowledge and
demonstrate understanding of the relationship among
Essential Questions:
How would you talk about past holidays and
celebrations?
What holidays and celebrations are similar and/or
different in the Spanish culture?
How is the present progressive form and how is it
used to talk about what is happening at the party?
Resources/Links:
Exprésate textbook website http://my.hrw.com
Exprésate textbook ancillaries:

Audio Program CDs

Video Program DVD

Al rap DVD

Holt PuzzlePro CD-ROM

Cuaderno de actividades

Cuaderno de vocabulario y gramática

Grammar Tutor

Teaching Transparencies
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+b
y+category
Culture:
Holidays in the Spanish world
http://ucanr.edu/sites/Spanish/Calendario/Major_H
olidays_and_Celebrations_of_SpanishSpeaking_Countries/
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 5: De fiesta
Course: Spanish II
Time Allowed:
7 weeks
3rd & 4th Quarters
WL.K12.IM.2.4: Recognize many high frequency idiomatic
expressions from a variety of authentic texts of many unknown
words by using context clues.
practices, products, and perspectives of cultures other Remediation & Enrichment Resources
than his/her own.
For reviewing grammar and vocabulary

www.studyspanish.com
Connections (CA), Comparisons (CB), and

www.conjuguemos.com
WL.K12.IL.3.2: Interact with others in everyday situations.
Communities (CC)

www.wordreference.com

(CA) acquire, reinforce, and further their

http://www.ver-taal.com/gramatica.htm
WL.K12.IM.3.2: Ask and answer questions on familiar topics to
knowledge of other disciplines through the

http://www.notesinspanish.com/
clarify information and sustain a conversation.
target language (holidays and
celebrations/history)
WL.K12.IM.3.3: Express personal views and opinions on a variety of 
(CB) develop insight into the nature of the target
topics.
language and culture by comparing their own
language(s) and cultures to others (food,
celebrations and holidays)
WL.K12.IM.3.6: Use known words and phrases to effectively
communicate meaning (circumlocution) when faced with unfamiliar (CC) use the target language both within and beyond
vocabulary.
the school setting to investigate and improve their
world beyond their immediate surroundings for
WL.K12.IM.3.7: Follow grammatical rules for self-correction when personal growth and enrichment: personal
speaking.
interactions at an informal party setting
WL.K12.IM.3.8: Describe a problem or situation with details and
state an opinion.
WL.K12.IL.4.1: Present information on familiar topics using a series
of sentences with sufficient details.
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.IL.4.2: Describe people, objects, and situations using a
series of sequenced sentences.
WL.K12.IM.4.2: Describe events, plans and actions using logically
sequenced and connected sentences with relevant details.
WL.K12.IM.4.3: Retell a story or recount an experience with
appropriate facts and relevant details.
WL.K12.IM.4.4: Provide supporting evidence using logically
connected sentences that include relevant details.
WL.K12.IM.4.5: Retell or summarize a storyline using logically
connected sentences with relevant details.
WL.K12.IL.4.6: Describe events in chronological order using
connected sentences with relevant details.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 5: De fiesta
Course: Spanish II
Time Allowed:
7 weeks
3rd & 4th Quarters
WL.K12.IM.4.6: Describe, explain and react to personal experiences
using logically connected paragraphs with relevant 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.IM.5.3: State an opinion and provide supporting evidence
using connected sentences.
WL.K12.IL.5.4: Compare and contrast information, concepts, and
ideas.
WL.K12.IM.5.4: Conduct research and write a report on a variety of
topics using connected detailed paragraphs.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IM.5.5: Draft, edit, and summarize information, concepts,
and ideas.
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.IL.5.7: Develop a draft of a plan that addresses purpose,
audience, logical sequence, and a time frame for completion.
WL.K12.IM.5.7: Write a narrative based on experiences that use
descriptive language and details.
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.IM.6.2: Use practices and characteristics of the target
cultures for daily activities among peers and adults.
WL.K12.IM.6.4: Identify similarities and differences in products
across cultures (e.g., food, music, dance, recreation, language,
customs, traditions).
WL.K12.IL.6.3: Examine significant historic and contemporary
influences from the cultures studied such as explorers, artists,
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 5: De fiesta
Course: Spanish II
Time Allowed:
7 weeks
3rd & 4th Quarters
musicians, and athlete
WL.K12.IM.6.3: Research contributions made by individuals from
the target culture through the arts such as visual arts, architecture,
music, dance, literature, etc.
WL.K12.IL.7.1: Access information in the target language to
reinforce previously acquired content area knowledge.
WL.K12.IL.7.2: Access new information on historic and/or
contemporary influences that underlie selected cultural practices
from the target language and culture to obtain new knowledge in
the content areas.
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.IL.9.1: Use the target language to participate in different
activities for personal enjoyment and enrichment.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the
target language to access different media and community resources.
WL.K12.IL.9.2: Communicate with people locally and/or around the
world, through e-mail, video, online communities, and/or face-to
face encounters.
WL.K12.IM.9.2: Use a variety of media venues in the target language
to access information about community events and organizations
where the target language is spoken.
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish II
Unit 6: Viajes y vacaciones
Time Allowed:
6 Weeks
4th Quarter
Instructional Focus Benchmarks
Learning Goal: Students will be able to talk about vacations and traveling, ask for and give information when traveling.
The below benchmark(s) is linked to the
Objectives: The students will be able to:
CPALMS site that contains the Specifications to

apply interpretive listening to Spanish
include the Content limits, Attributes/Stimulus,

interpret Spanish reading passages
and additional information.

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish
N/A

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Supporting Florida Standards
Essential Content & Understanding:
Essential Questions:
Date Range: Given during the instruction per the
outline in this section
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.
Here in the Spanish world would you like to travel to and
why?
How would you ask for and give information while
traveling?
Key Vocabulary:
viajar, vacaciones, paseos, el aeropuerto, la
transportación, actividades
Resources/Links:
Interpretive Listening:
Understand and interpret oral messages and
conversations using vocabulary, concepts:
- travel information: airport, transportation, hotel,
sightseen, etc.
WL.K12.IL.1.2: Demonstrate understanding of the main - vacation activities
idea and essential details of short conversations and
oral presentations.
Interpretive Reading:
Exprésate textbook website http://my.hrw.com
Exprésate textbook ancillaries:

Audio Program CDs

Video Program DVD
Interpersonal Communication:

Al rap DVD
WL.K12.IM.1.4: Identify essential information and
engage in conversations and exchange information,
supporting details on familiar topics presented through concepts, and ideas orally and in writing using the unit’s

Holt PuzzlePro CD-ROM
a variety of media.

Cuaderno de actividades
vocabulary, and applying grammatical structures

Cuaderno de vocabulario y gramática
correctly
WL.K12.IL.1.5: Demonstrate understanding of the main

Grammar Tutor
idea and essential details from oral narration and

Teaching Transparencies
Presentational Speaking:
stories on familiar topics.
present information, concepts, and ideas to an audience
Games and activities
of listeners using the unit’s vocabulary, and applying
WL.K12.IM.1.5: Demonstrate understanding of the
http://www.thespanishcorner.org/games-andgrammatical structures correctly to talk about an
purpose of a lecture or talk on a familiar topic.
activities.html
imaginary trip
Many different resources by themes:
WL.K12.IL.2.1: Use context clues and background
http://www.miscositas.com/spanish.html
Presentational Writing:
knowledge to demonstrate understanding of the main
http://www.spanishdaddy.com/
present information, concepts, and ideas in to an
idea and essential details in texts that contain familiar
audience of readers by planning a trip and activities to
themes.
http://elmundodebirch.wikispaces.com/Resources+by+
do, (create a travel brochure), write about a past trip
(create post cards talking about what you did on your category
WL.K12.IL.2.2: Interpret written literary text in which
vacations)
the writer tells or asks about familiar topics.
Culture:
Profiles of Spanish countries
Culture:
WL.K12.IL.2.3: Determine the meaning of a message
http://www.donquijote.org/travel/profiles/
use the target language to gain knowledge and
and identify the author’s purpose through authentic
demonstrate understanding of the relationship among How to Travel to Spanish-Speaking Countries
written texts such as advertisements and public
practices, products, and perspectives of cultures other http://traveltips.usatoday.com/travel-spanish-speakingannouncements.
countries-15135.html
than his/her own.
Understand and interpret information, concepts, and
WL.K12.IL.1.4: Identify key points and essential details ideas in writing like the ones mention above.
on familiar topics presented through a variety of media.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 6: Viajes y vacaciones
Course: Spanish II
Time Allowed:
6 Weeks
4th Quarter
WL.K12.IM.2.3: Identify specific information in
everyday authentic materials such as advertisements,
brochures, menus, schedules, and timetables.
Remediation & Enrichment Resources
Connections (CA), Comparisons (CB), and
For reviewing grammar and vocabulary
Communities (CC)

www.studyspanish.com

(CA) acquire, reinforce, and further their

www.conjuguemos.com
WL.K12.IL.2.4: Demonstrate understanding of
knowledge of other disciplines through the target

www.wordreference.com
vocabulary used in context when following written
language (geography & history/places to visit)

http://www.ver-taal.com/gramatica.htm
directions.

(CB) develop insight into the nature of the target

http://www.notesinspanish.com/
language and culture by comparing their own
WL.K12.IL.3.2: Interact with others in everyday
language(s) and cultures to others
situations.
(transportation, schedules, tourist attractions)
(CC) use the target language both within and beyond
WL.K12.IM.3.2: Ask and answer questions on familiar the school setting to investigate and improve their
topics to clarify information and sustain a conversation. world beyond their immediate surroundings for
personal growth and enrichment
WL.K12.IM.3.6: Use known words and phrases to
effectively communicate meaning (circumlocution)
when faced with unfamiliar vocabulary.
WL.K12.IL.3.7: Exchange general information about a
few topics outside personal and academic fields of
interest.
WL.K12.IM.3.7: Follow grammatical rules for selfcorrection when speaking.
WL.K12.IL.4.1: Present information on familiar topics
using a series of sentences with sufficient details.
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.IL.4.2: Describe people, objects, and situations
using a series of sequenced sentences.
WL.K12.IM.4.2: Describe events, plans and actions
using logically sequenced and connected sentences
with relevant details.
WL.K12.IM.4.3: Retell a story or recount an experience
with appropriate facts and relevant details.
WL.K12.IM.4.4: Provide supporting evidence using
logically connected sentences that include relevant
details.
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 6: Viajes y vacaciones
Course: Spanish II
Time Allowed:
6 Weeks
4th Quarter
WL.K12.IM.4.5: Retell or summarize a storyline using
logically 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.IL.5.6: Conduct research and write a detailed
plan (e.g.; a trip to a country where the target language
is spoken).
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.IM.6.2: Use practices and characteristics of the
target cultures for daily activities among peers and
adults.
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.6.3: Research contributions made by
individuals from the target culture through the arts
such as visual arts, architecture, music, dance,
literature, etc.
WL.K12.IM.6.4: Identify similarities and differences in
products across cultures (e.g., food, music, dance,
recreation, language, customs, traditions).
WL.K12.IL.7.1: Access information in the target
2015-2016 Curriculum Blueprint
Grade: 9-12
Unit 6: Viajes y vacaciones
Course: Spanish II
Time Allowed:
6 Weeks
4th Quarter
language to reinforce previously acquired content area
knowledge.
WL.K12.IL.7.2: Access new information on historic
and/or contemporary influences that underlie selected
cultural practices from the target language and culture
to obtain new knowledge in the content areas.
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.IL.9.1: Use the target language to participate in
different activities for personal enjoyment and
enrichment.
WL.K12.IM.9.1: Use expanded vocabulary and
structures in the target language to access different
media and community resources.
WL.K12.IL.9.2: Communicate with people locally
and/or around the world, through e-mail, video, online
communities, and/or face-to face encounters.
WL.K12.IM.9.2: Use a variety of media venues in the
target language to access information about community
events and organizations where the target language is
spoken.
Supporting Florida Standards
LAFS.910.SL.1.1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.1.3:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence.
LAFS.910.SL.2.4:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.RH.1.2:
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text.
Supporting Florida Standards
LAFS.910.WHST.1.1:
Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes
clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level
and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.1.2:
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
EELD.K12.ELL.SI.1:
English language learners communicate for social and instructional purposes within the school setting.