CURRICULUM GUIDE
SPANISH TWO HONORS
HADDAM-KILLINGWORTH HIGH SCHOOL
Prepared by:
Maude Bing
COURSE: Spanish 2 Honors, Pre-AP
LENGH OF COURSE: 1 year, class meets every day
COURSE DESCRIPTION:
The second year of Spanish language instruction at the honors level introduces
students to grammar structures, phonics, and vocabulary in order to develop
communication skills at the novice-mid level. This course is a pre-AP course, taught in
Spanish, and it is expected that students communicate entirely in the target language.
Students will use strategies that will promote writing, speaking, listening, and reading
comprehension skills.
In the target language, the students will engage in both informal and formal
speaking to provide and to obtain information, to express feelings, and to exchange
opinions. Students will engage in both formal and informal writing. Students will learn
to compose letters. They will read and interpret text and will compose essays and
compositions. They will develop listening comprehension skills by listening to native
speakers from various countries and with different accents speak on a variety of topics.
They will demonstrate an understanding of traditions, products, and perspectives of the
Spanish cultures studied, in particular Mexico. They will reinforce and expand their
knowledge of other areas of study through the Spanish language and culture. Students
will acquire and use information from a variety of authentic Spanish language sources.
They will demonstrate a better understanding of the nature of language and the concept of
culture through comparisons of Spanish to their own culture. Students will be provided
with sufficient Spanish language instruction to be able to participate actively in the
communication process, both within and beyond the school setting, for personal
enjoyment and enrichment.
A wide variety of teaching techniques will be employed by teachers in order to
attain the novice-mid level of Spanish language proficiency. Some of these techniques
include group and pair work -- such as creating dialogues or skits -- that help develop
skills for writing, speaking, and listening; use of computer labs and Smart Boards to
develop speaking, listening, reading, and writing skills; and class projects for developing
reading, writing, listening, and speaking skills. Students will compose original stories
and legends. A culminating project for Spanish Two Honors is recommended for
students.
Spanish 2 Honors Pre AP Curriculum
Haddam-Killingworth High School April 29, 2008
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TYPE OF CREDIT: 1 credit
GRADE LEVEL: 9, 10, 11 and 12
PREREQUISITES: Teacher Approval or B or higher in the 2nd term of Spanish 1
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State of Connecticut Content Standards:
In at least one language other than English, students will engage in conversation and
correspondence, provide and obtain information, express feelings and exchange opinions.
In at least one language other than English, students will understand and interpret spoken
and written language on a variety of topics.
In at least one language other than English, students will present information, concepts
and ideas to listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate an understanding of
the traditions, products, practices and perspective of the cultures studied, and will use
their cultural knowledge for interpersonal, interpretative and presentational
communication.
In at least one language other than English, students will reinforce and expand their
knowledge of other areas of study through the world language, and vice versa.
In at least one language other than English, students will acquire and use information
from a variety of sources only available in the world language.
In at least one language other than English, students will demonstrate literacy and an
understanding of the nature of language through comparison across languages.
In at least one language other than English, students will demonstrate an understanding of
the concept of culture through comparisons across cultures.
In at least one language other than English, students will use the world language and their
cultural knowledge both within and beyond the school setting for personal enjoyment,
enrichment and active participation.
TEXTBOOK AND MATERIALS:
BOOKS:
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Ven Conmigo, Level Two, textbook
Selected readings from:
•
•
•
•
Easy Spanish Reader, A Three-Part Text for Beginning Students
Lee Conmigo, Reader Level One
La Catrina
Leyandas Mexicanas
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ANCILLARY MATERIALS:
•
Ven Conmigo Practice and Activity Book
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Ven Conmigo Grammar and Vocabulary Workbook
•
Ven Conmigo audio program, video, overhead transparencies
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Spanish Verbs
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A variety of authentic materials from different sources
•
Spanish situation cards
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Spanish Realia
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Variety of Pablo Neruda Odas
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Pablo Neruda website of his life :
http://www.nobel.se/literature/laureates/1971/index.html
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A variety of Mexican Legends
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Teacher-generated materials
•
Website for interactive activities:
•
Dictionaries and maps
www.quia.com
www.gohrw.com
www.reference.com
AUDIOVISUAL MATERIALS:
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Authentic target language programs taped from Spanish television
•
Ven Conmigo video/audio tapes and materials
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Selection of culture-related videos in the target language
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•
La Catrina, DVD series
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Mexican Cultural Films
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Use of podcasts where available
ASSESSMENTS:
Formative Assessments:
Daily oral participation
Homework and brief writings related to lessons
Formal and informal written and oral assessments through teacher-generated questions,
paired, and small-group activities
Journal entries
Simulated Language lab activities
Oral, Aural, and written quizzes
Summative Assessments:
Tests
Performance Assessments
Enduring Understandings:
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Communicating with other people in their language facilitates the building of rapport.
Communicating in another language facilitates participation in global economies.
Gaining awareness and understanding of other cultures allows one to make connections
between one’s culture and those of other societies.
Societies are enriched by the variety of cultures that exists within them.
Gaining knowledge of and empathy for other peoples and cultures leads to a more
tolerant society.
Essential Questions:
How do we share significant personal information with people from Mexico?
How do we compare and contrast the lives of students from Mexico with students from
the United States?
How do we use Spanish to communicate while traveling?
Why is literature meaningful?
Unit One: Preliminary Unit
Topical Questions:
What are the requirements to study in a Mexican high school or university?
What do you know about Mexican geography?
How different is the American high school experience from the Mexican experience?
How different is the American college experience from the Mexican university
experience?
What the significance of the Aztec Calendar?
Key Knowledge and Skills
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Students will:
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Learn the nationalities of the Spanish speaking countries
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Apply new high school and university vocabulary
•
Count from 100.000 to 100.000.000
•
Apply the demonstrative adjectives (este, ese, aquel)
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Understand the differences between ser and estar
•
Understand why it is important to study Mexico
•
Know where Mexico is located
•
Identify different states in Mexico
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Learn geography terms (rivers, mountains, oceans, deserts…)
•
Name important and historical cities in Mexico
•
Recycle regular -ar, -er, -ir verbs in present and preterit tenses
•
Recycle stem changing verbs: eÆie, oÆue and uÆue
•
Recycle gustar verbs and learn more complex verbs (sobrar, bastar, faltar, tocar)
•
Recycle adjective agreement
•
Recycle high-frequency preterit tense verbs (ir and hacer)
•
First person, plural (nosotros) commands
•
Learn about the Aztec calendar
Assessments:
•
Quizzes and writing assignments
•
Test
•
Journal entry about the daily life of student in a typical high school in America.
Also, journal entry about the daily life of a student from Mexico, from the
perspective of a Mexican student.
Performance Assessment:
Students will research the cultural differences between American high school experience
and a Mexican high school experience. They will present it with an application they
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create. Students will include all personal information about themselves in the
application.
Or:
Students will create a dialogue between a pen pal from another country and a student
from H-K. Dialogue will include comments about where to go and what to do in
Connecticut as well as advice on how to succeed in school academically and how to get
along socially with others.
Unit Two: Daily Routine
Topical Questions:
What is the typical daily routine of a teenager?
How are an American teenager’s responsibilities different from those of Mexican
teenagers?
How long have I been doing my hobby or pastime, and why?
How does my family’s daily routine compare to that of a Mexican family?
What do I know about literature and literary terms?
How do I use reading strategies to improve reading skill?
Key Knowledge and Skills
Students will use and apply:
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Vocabulary about daily activities and routine
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Recycled vocabulary about family and parts of the house
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Reflexive verbs and pronouns in both present and preterit tense
•
Adverbs ending in –mente
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Indirect Object pronoun with gustar, encantar
•
Direct object pronouns, lo, la, los, las
•
Use vocabulary pertaining to responsibilities
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Expressions of complaining in real situations
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Hace + quantity of time + que + present tense
•
Use vocabulary pertaining to hobbies and pastimes
•
Apply Spanish and Mexican agreement expressions
•
Use map skills in Mexico
•
Demonstrate knowledge of pyramids and ruins in Mexico
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Explain Mexican Culture including music, food, dance
•
Read about “El día de los muertos”, a Mexican holiday, in order to evaluate and
synthesize the differences between Halloween and “El dia de los muertos”.
•
Discuss cultural aspescts of “Virgin de Gaudalupe”
•
Discuss Mestizo culture and Mexican identity
•
Employ of reading strategies
•
Use literary terms (character, antagonist, protagonist, dialogue, dramatic
monologue, simile, metaphor, irony, narrative, narrator, setting, short story,
theme)
•
Apply reading strategies and literary terms in “Roque y el Planeta Sin
Quehaceres”
Assessments:
•
Quizzes and writings assignments
•
Test
•
Journal entry about the different daily routine of family members and description
of time spent experiencing a hobby/pastime.
Performance Assessment:
Students will create a Power Point presentation about their daily routine. They will
present it to the class in groups of two.
Students will research the cultural differences between daily routine of an American
family and a Mexican family. They will present it with a poster or with a Power Point
presentation.
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Unit Three: Health and Fitness
Topical Questions:
How do I discuss my current health and fitness level and compare it with my past fitness
level?
How do I give advice and suggestions about health and fitness in Spanish?
How do I talk about staying fit and healthy?
How do I tell someone what to do and not to do regarding health and well-being?
How do I give explanations concerning health and well-being?
Do American and Mexican teenagers include health and fitness as a priority in their daily
lives?
Key Knowledge and Skills:
Students will:
•
Learn new vocabulary about sports, fitness activities, health and fitness terms, and
body parts
•
Talk about injuries and explanations
•
Recycle preterit of regular –ar, -er and –ir verbs
•
Conjugate reflexive verbs of emotion in preterit
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Conjugate Spelling changes in verbs with –car,-gar, -zar in preterit
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Conjugate the verb poder and querer preterit
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Conjugate the verb dormir and morir in the preterit ( o-u)
•
Conjugate pedir, servir and pedir in the preterit (e-i)
•
Conjugate informal commands
•
Apply affirmatives and negatives irregular informal commands
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Apply informal commands with correct object pronoun placement
•
Read and incorporate reading strategies and literary terms to “Sin Verguenza”
Assessments:
Spanish 2 Honors Pre AP Curriculum
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Chapter test
•
Quizzes and writings assignments
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Journal entry: Describe your family health. Compare and contrast the fitness
activities and sports you practice now with those in fifth grade.
Performance Assessment:
Two role-plays, one about a famous sport person and a journalist, another about a
Mexican doctor and American students in Mexico who describe injuries and explain
symptoms.
Or
Students will write an article for a fitness magazine, discussing good health and how to
attain and maintain it. Students will use Microsoft Publisher.
Or
Students will create a poster about ten healthy habits and ten bad habits, using
commands. They will present with pictures to the class, pretending that the audience is a
class of Kindergarten students.
Unit Four: Describing your travels
Topical Questions:
How would your previous background knowledge of the country and the language affect
your ability to provide, obtain, understand, and use information, including cultural
information?
How much does your culture affect your ability to function in settings involving
transportation or eating out, and how can you determine the cultural and linguistic
protocol?
How do you ask for and give information?
How do you relate a series of events?
How do you interpret the information in airports and in train and bus stations?
How do you order in a restaurant?
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How do you report a problem to police?
How do you get and give directions?
How do you make reservations for hotel stay?
How do you talk about how you are feeling?
How do you make suggestions and respond to them?
How do you say if something has already been done?
How do you ask for and offer help?
What are stereotypes and what is discrimination?
What is an idiom?
Key Knowledge and Skills:
Students will:
•
Apply new vocabulary about places in the city, train station, bus station, airports,
hotels, restaurants, and documents involved in traveling.
•
Learn new vocabulary about moods and feelings, adverbs of time, calendar
expressions, directions, weather expressions, and clothing.
•
Learn to conjugate present tense of saber and conocer
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Learn the differences between saber and conocer (present and preterite)
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Learn the differences between por and para
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Learn, conjugate and master all verbs from J-U-I-C-E-Y chart
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Recycle and conjugate irregular Present Progressive.
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Learn and use comparatives (más que, menos que, mejor que, peor que, mayor que,
menor que)
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Learn to use comparatives of equality (tan… como, tanto…como)
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Review Indirect and Direct Object pronouns
•
Use Double Object Pronouns (including le lo→se lo)
•
Learn when to use imperfect tense
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Conjugate the imperfect tense
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List basic differences between imperfect and preterit tense
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List cultural facts about Las Posadas.
•
Read and incorporate reading strategies and literary terms, and learn about idioms
used in “El Club de los Hombres”
Assessments:
•
Chapter test
•
Quizzes and writings assignments
•
Journal entry: Students describe an imaginary experience celebrating a Posada
party with a Mexican family. Compare and contrast this celebration (using
comparatives) with one holiday celebration the student has experienced.
Performance Assessment:
Students will organize a five-day trip to a state in Mexico, day by day. They will include
what to wear, weather, cultural information, hotels, food, documents, itineraries, time
table, and prices. They will present it to the class.
Or
Students will research cultural, geographical, and tourist facts about country, and they
will create a traveling brochure about the country.
Or
Students will create a first aid dictionary for traveling, where they will use all the
vocabulary and expressions studied during the unit.
Unit Five: Reading La Catrina
Topical Questions:
How does my previous knowledge of English-American Literature affect my
understanding of literature in Spanish?
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How would my background knowledge in Spanish help with the reading and
understanding of the book?
How much would I improve my CAPT skills through the reading and the CAPT activities
that I will do during the reading in Spanish of La Catrina?
What can I learn about Mexican culture by reading Hispanic literature?
How does the adventure start?
Why does it take place in the Navarro’s house?
What is the mysterious message?
Who is looking for La Catrina?
What is the history of the Catrina?
Why is La Hacienda la Jacaranda in danger?
Who is looking for the evidence?
Why is there a case against Don Silvestre?
Where and why is there a secret meeting with Rogelio?
What is in Jamie’s Testament?
Why did Don Silvestre give an answer?
Who is the lawyer in the City of Mexico?
Why is there a case between Jamie and Don Silvestre?
What do they mean by Jamie’s Decision?
Key Knowledge and Skills:
Students will:
•
Study vocabulary for this book
•
Identify cultural facts presented in this book
•
Discuss the history of Mexico
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•
Learn how to use a Story Map
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Talk about a chapter in a literature circles
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Write summaries
•
Discuss metaphor, similes, personification…
•
Respond to literature
•
Read for understanding
•
Make personal connections
•
Use and recycle Spanish
•
Present chapter to an audience
•
Look for key words
Assessments:
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Final Test
•
Four quizzes
•
Writings assignments: Story maps, response to literature, reading for
understanding.
•
Journal entry: A paragraph for every chapter with a prediction about what is
going to happen in the next chapter.
•
Literature Circles: Discussion about the chapter with guiding questions.
Performance Assessment:
Students will present, in groups of two, a chapter with Power Point presentations, movies,
puppet shows, or plays.
Unit Six: Poetry- Odas de Pablo Neruda
Topical Questions:
What do I know about poetry?
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How would my background knowledge of literary terms and reading strategies help in
my understanding of poetry?
How is mood or meaning conveyed in poetry (e.g. word choice such as dialect, invented
words, concrete or abstract terms, sensory or figurative language, use of sentence structure,
line length)?
What do I know about Pablo Neruda and his works?
How much would I improve my CAPT skills by completing the CAPT activities that I try
while studying the Odas de Pablo Neruda?
Who was Pablo Neruda?
What were some of the works of Pablo Neruda?
What is the definition of an ode?
What are the three qualities of an ode?
After reading “Ode to Enchanted Light”:
What is being celebrated in this poem?
Is the subject something that may be overlooked on a day-to-day basis?
What are the specific words that describe the light?
What are the metaphors/similes used to describe the light? (Review definitions of metaphor
and simile.)
After reading “Ode to the Artichoke”:
What are three metaphors and three similes in which Neruda describes the artichoke?
What are three phrases Neruda uses to create a glorified tone while describing the
artichoke?
In the poem, what are the three stages of this artichoke’s life?
Why is the comparison between an “artichoke” and “armor” appropriate?
Key Knowledge and Skills:
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Students will:
•
Learn new vocabulary used in Neruda’s works
•
Learn about the life and times of Pablo Neruda
•
Learn what an ode is
•
Learn literary terms used in poetry
•
Read several Pablo Neruda Odes
•
Talk about each ode read
•
Write an ode
•
Respond to literature
•
Read for understanding.
•
Make personal connections
•
Present an ode to an audience
Assessments:
•
Writings assignments: Story maps, response to literature, reading for
understanding.
•
Quiz and Test on literary terms
•
Journal entry: After reading one Pablo Neruda Ode, students will critique work
and express how the poem made them feel.
•
Literature Circles: Discussion about odes with guide questions.
Performance Assessment:
Students will write an ode to a common object around their house and present it to the
class.
Unit Seven: Mexican Legends
Topical Questions:
What are legends?
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How will my background knowledge of literary terms and reading strategies help in my
understanding of legends?
How is culture transmitted through legends?
What can I learn about Mexican culture by reading Mexican legends?
How do legends deal with different natural phenomena which early man was unable to
explain logically, such as fire, flood, thunder, and lightning?
How much would I improve my CAPT skills through the reading and the CAPT activities
that I will complete while learning about Mexican legends?
Key Knowledge and Skills:
Students will:
Explain what legends are
Learn literary terms used in legend (especially symbolism and metaphor)
Read and analyze several legends
Talk about each legend read
Write a legend
Respond to literature
Read for understanding.
Assessments:
•
Writings assignments: Students will write their own legend to explain a natural
event in their town
•
Quiz and Test on literary terms
•
Journal entry: After reading a legend, students will write about one of the main
characters from the legend and compare them to a modern idol.
•
Literature Circles: Discussion about legends with guide questions.
Performance Assessment:
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Students will create a front page of a newspaper.
This assessment should also be assigned after students have finished reading several
Mexican myths, although the concept may be introduced early on so that students may
begin thinking about the assignment by looking for particular incidences in the myth
about which they will choose to create the front page. Students will report on the events
which occurred in the myth they read.
The newspaper will include:
•
•
•
•
•
•
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A name of the newspaper and a nameplate near the top of the page.
A date and a headline.
An illustration.
Several newspaper articles which must focus on several specific incidents learned
from a Mexican myth.
Content of the article which must address the standard news reporting questions:
who, what, when, where, why, and how (not necessarily in that order).
The content of the article must include quotes from the text.
The article must include eyewitness accounts of what happened.
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