SPANISH II CURRICULUM

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1 SPANISH II CURRICULUM COURSE DESCRIPTION Spanish 2 provides opportunities for students to discuss the many reasons for learning languages and enables them to develop an understanding of the people who speak a particular language. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of another culture. This class builds upon the concepts studied and practiced in Spanish I. Successful completion of Spanish I is a prerequisite for Spanish II. COURSE OBJECTIVES By the end of Spanish 2 students will be able to use the Spanish language to: understand the widespread influence of the Spanish language and Hispanic cultures with a particular emphasis on their influence on American culture and history comment on food take an order and make polite requests talk about meals offer help use and contrast the uses of ser and estar use pedir, servir, preferir, poder, and probar use direct objects and direct object pronouns use affirmative informal commands with pronouns talk about their daily routine talk about staying fit and healthy talk about how they and others feel give advice use verbs with reflexive pronouns use infinitives use more stem-changing verbs use and contrast the uses of estar, sentirse, and tener to talk about feelings use negative informal commands use object and reflexive pronouns with commands ask for and give opinions ask for and offer help in a store say where they went and what they did talk on the phone use costar with numbers up to one million use demonstrative adjectives and make comparisons use quedar to describe how clothing fits use the preterite of -AR verbs use the preterite of reflexive verbs talk about plans talk about past holidays talk about preparing for a party greet, introduce others, and say goodbye in a party situation use the preterite of ER and IR verbs use pensar and pensar que use direct object pronouns use conocer with and without the personal a use the present progresive ask for and give information about traveling remind and reasssure others talk about a trip express hopes and wishes

2 use the preterite of CAR, -GAR and ZAR verbs use the preterite of hacer make informal commands of spelling-change and irregular verbs use direct object pronouns use verbs followed by infinitives to discuss wants, hopes, wishes and likes comprehend and discuss a series of Spanish short stories, each of about 5 pages in length. ESSENTIAL QUESTIONS Why study a foreign language? Using technology, what are some easy ways to experience the foreign language and culture without leaving the student s own home town? How has the foreign culture influenced American society and vice versa? What are the similarities and differences between Spanish language vocabulary and English vocabulary? What are the similarities and differences between Spanish language grammar and English grammar? What are the similarities and differences between the Hispanic cultures and the American culture? STATE STANDARDS GRADE 10 (COMPARABLE TO LEVEL II) Standard 1 COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) Use multiple greetings and farewells in various situations Accurately state basic information about self and others. Examples: Name, personality characteristics Accurately express a variety of simple feelings and preferences of self and others. Examples: Likes and dislikes Exchange familiar information and opinions in brief conversations Exchange familiar information and opinions in written form Make requests and ask different types of questions Recognize and use situation-appropriate non-verbal communication Use speaking and listening strategies to facilitate communication. Examples: Identifying key words, synonyms and antonyms Standard 2 COMMUNICATION: Interpret information in a language other than English Learners interpret written and spoken language on a variety of topics. (Interpretive) Respond accurately to classroom requests, commands, and directions Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. COURSE TITLE Page 2 of 7

3 Example: Respond to simple comprehension questions in the target language Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary. Standard 3 COMMUNICATION: Present information in a language other than English Learners present to an audience of listeners or readers on a variety of topics. (Presentational) Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures Present prepared material on a variety of topics. Examples: Dialogues, skits, plays, etc Read passages aloud to demonstrate improving intonation and pronunciation Compose simple cohesive written information using appropriate formats with teacher guidance. Examples: Poetry, messages, descriptions, simple narratives, cartoons, etc Describe objects, self, and others in written and spoken language with greater detail. Standard 4 CULTURES: Develop awareness of other cultures Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied Investigate and report on basic family and social practices of the target cultures. Examples: Family structure, giving and receiving, cultural trends, etc Describe products, perspectives, and symbols of the target cultures in simple terms Describe factors that influence practices, products, and perspectives. Examples: History, technology, etc Describe contributions from other cultures Identify elements that shape cultural identity in the target cultures. Standard 5 CONNECTIONS: Make connections to other content areas Learners use the target language to expand their knowledge of and make connections among multiple content areas Investigate and report on objects and concepts from other content areas Integrate content area concepts and skills through relevant activities. Standard 6 CONNECTIONS: Access and connect information through various media Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. COURSE TITLE Page 3 of 7

4 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness. Examples: Electronic dictionaries, language websites, TV programs, etc Use digital media and culturally authentic resources to study target cultures. Examples: Video clips, advertisements, etc. Standard 7 COMPARISONS: Investigate the nature of language and culture Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own Recognize and use cognates, words shared between English and the target language, and word families to expand vocabulary and guess meaning Recognize and use simple language structures. Examples: Agreement of adjectives and nouns, and agreement of verbs and nouns Compare and use idiomatic and colloquial expressions in the target language Compare and use authentic simple forms of address in a variety of social situations Compare the social patterns of other cultures and the learner s own culture. Examples: Compare school settings, role-play meeting new people, discuss dating, etc Recognize celebrations and holidays of other cultures and compare them to those of the learner s culture. Standard 8 COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement Share experiences from the world language classroom with others. Examples: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language Recognize and show the influences of the target language and/or cultures on the community. Example: Architecture, special events, stores and shops, careers using the target language, etc Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, travel abroad Research and present about a local and/or global need that is identified as authentic by the cultures of the target language. COURSE TITLE Page 4 of 7

5 KEY TERMS AND CONCEPTS Similarity and differences between American and Hispanic cultures Discussing and describing food Discussing, describing and practicing situations outside the home such as parties, going out to eat, going shopping, etc. Discussing what one has done in the past Giving commands and orders Communality of root meanings of words in different languages Subject appropriate vocabulary Object and reflexive pronouns Discussing healthy living and taking care of oneself Conjugating ar, -er, ir and irregular verbs in the present and preterit tenses Answering questions with and without question words Reading comprehension APPLICATIONS OF TECHNOLOGY The following technology is incorporated in classroom instruction: audio and video recorders and players, course provided DVDs and CDs, articles and photographs on the Internet, authentic videos from the target language found on the internet, Google Earth, DVDs with authentic target language tracks, overhead projector, document projector, review game software, word processing software, digital pen. UNITS OF INSTRUCTION (STATE STANDARDS) Communication Cultures Connections Comparisons Communities COURSE ASSESSMENTS STUDENT PRODUCTS FOR ASSESSMENT Chapter quizzes Chapter tests Workbook activities Textbook activities Listening activities Speaking activities Physical projects Verbal response Written response Reading activities Daily class participation Semester Exams COURSE TITLE Page 5 of 7

6 TIMELINE Week 1 Review of key concepts presented in Spanish I. Begin studying food. Week 2 Continue food and restaurant vocabulary. Role playing using terms and grammar. Week 3 Begin studying informal commands Week 4 Quiz over commands and food project due Week 5 Begin reflexive verbs and infinitives Week 6 Quiz over reflexive verbs and infinitives. Begin feelings, health and taking acre of oneself Week 7 Continue discussing feelings, health and taking care of oneself Week 8 Begin negative commands, feelings, commands with object pronouns Week 9 Quiz over negative commands, feelings, commands with object pronouns Week 10 Clothing and shopping vocabulary, teamwork culture activities celebrating students team countries. Fall Break Week 11 Continue clothing and shopping vocabulary, Día de los muertos discussion,. Día de los muertos cultural activities Week 12 Big numbers, how things fit, demonstrative adjectives Week 13 Role-playing shopping project Week 14 Begin additional shopping vocabulary words Week 15 Quiz over additional shopping vocabulary. Harvest/Thanksgiving vocabulary. Thanksgiving Break. Week 16, Navidad in Mexico. Preterite tense Week 17 Navidad vocabulary Quiz over preterite tense Week 18 review for final Exams and Navidad cultural activity Week 19 semester final exams Week 22 Discuss holidays around the Spanish speaking world and compare and contrast them with how and what we celebrate in the United States. Research project using holiday vocabulary words. Week 23 Begin covering ER and IR preterite verbs and making plans Week 24 Quiz over ER and IR preterite verbs and making plans Week 25 Begin fiesta vocabulary words, actions and phrases Week 26 Class fiesta using only Spanish and fiesta vocabulary words Week 27 Cover conocer and the present progressive Week 28 Quiz over conocer and present progressive Week 29 Begin travel vocabulary phrases and words. Practice role playing taking a trip Week 30 Continue travel vocabulary words and quiz over them Week 31 Sinvergüenza short story and begin studying special preterite verbs Week 32 El club de hombres short story and quiz over special preterite verbs Week 33 Discussion of La Pascua and begin covering vacation vocabulary. Study tour guides from other countries. Week 34 El monstruo short story and quiz over vacation vocabulary Week 35 No tengo nada que ponerme short story continue covering special informal commands, infinitives and object pronouns Week 36 Perdóname short story and grammar quiz over special informal commands, infinitives and object pronouns Week 37 El clavel pisoteado short story Week 38 review for final exams and fiesta con piñata cultural activity Week 39 semester final exams All State Standards are addressed through the assignments, discussions and projects used in the classroom. COURSE TITLE Page 6 of 7

7 COURSE MATERIALS: MAJOR TEXTS, PRINCIPAL MATERIALS AND FILMS KEY TEXT: Holt Rinehart Winston Exprésate! SUPPLEMENTARY MATERIALS: Grammar and vocabulary workbook Activities workbook Assessment Program Quizzes and Tests Test Generator for Semester Exam Black line masters and colored transparencies Spanish-English dictionary Textbook audio CD Textbook DVD * Parents should contact the teacher or department chair to discuss concerns with texts. If required, the teacher will provide a substitute text of comparable length that approximates the stated academic purpose. Selected essays, short stories, poems and articles will be used to teachers to augment major units. COMMERCIAL FILMS/VIDEOS:* Well known PG movies dubbed into Spanish (eg. Toy Story, Shrek, Coraline etc.) Clips from the Hispanic version of Drácula starring Lupita Tovar *A parent may excuse his/her child from the viewing of a commercial film/video. The parent should contact the teacher or Department Chair to discuss his/her concerns. The teacher will provide any excused student an alternative assignment of comparable length that is relevant to the stated academic purpose. COURSE TITLE Page 7 of 7

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