Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA201, SPA202 Course Title: Spanish 2 Course Description: Students continue to develop listening, speaking, reading, and writing skills. The content of Spanish I is practiced in new contexts while the student learns new structures. Homework is assigned regularly. The teacher uses Spanish to introduce vocabulary and to review grammar points. The teacher and students use Spanish to accomplish the daily routine and to practice oral patterns. There are regular grammar and vocabulary quizzes. Writing includes sentence/question formation, dialogues, and paragraphs. Short passages continue the development of reading skills. Chapter tests require students to perform in all four-skill areas. The culture of Spanishspeaking countries is studied throughout the year. Content Objectives By the end of this course, Vocabulary a. I can recognize commonly used verbs in Spanish. b. I can talk about family celebrations c. I can talk about childhood experiences d. I can talk about traveling on a plane e. I can talk about food and art f. I can talk about news and communication g. I can talk about how to stay healthy, my daily routine and my personal hygiene. h. I can talk about and/or write about shopping and clothing. Also I can talk about and/or write words that pertain to bank or money. i. I can talk about and/or write about my neighborhood. Also I can ask for and give directions (map). j. I can talk about my house and the items within. Also I can talk about travel plans. k. I can talk about the beach and chores one does at home and adverbs that end in ly l. I can talk about the human body y also I can talk about health problems and health solutions. m. I can describe a person, give greetings and communicate with basic verbs. Grammar Objectives a. I can describe people and situations. b. I can use tener expressions. c. I can conjugate verbs in the present tense d. I can form interrogative questions e. I can form and give informal commands f. I can conjugate verbs in the preterite g. I can apply the verbs saber y conocer h. I can express position using demonstrative adjectives y demonstrative pronouns. i. I can express myself using the phrase hace que
j. I can apply the progressive tenses. k. I can use direct and indirect object pronouns in a phrase l. I can form the present subjunctive m. I can make comparisons n. I can identify reflexive verbs. o. I can express possession p. I can speak about the past using the imperfect tense q. I can form and give formal commands r. I can form and give informal commands s. I can form verbs en el present subjunctive. t. I can speak about the past u. I can speak about the past using the preterite and imperfect and can distinguish between the two. v. I can explain when to use the subjunctive versus the indicative Product/Presentations/Skills Objectives a. I can write a dialogue between a traveler and a receptionist. (Speak about hotel room preferences) b. I can give directions using a map and formal commands c. I can listen to a Spanish narration that describes a Puerto Rican restaurant. d. I can speak in the preterite tense (simple past) e. I can listen to a Spanish narration that describes how a woman met her husband. f. I can use the verb gustar in a presentation. g. I can listen to a Spanish narration that talks about an experience in a restaurant. h. I can read short selections in Spanish i. I can listen to a Spanish narration that talks about a news program. j. I can write a short narrative explaining what happened yesterday in the news. k. I can listen to a Spanish narration that describes an experience in an airport l. I can write a short narrative about what I did last summer. m. I can particulate in a short presentation in Spanish. n. I can listen to a Spanish narration that describes someone s brother. o. I can participate in a mini-presentation. p. I can participate in a mini-presentation that discusses what I used to do when I was young and also what my family used to do. q. I can order food in a restaurant. r. I can teach health to my classmates in a presentation using formal commands usted/ustedes. s. I can give positive and negative informal commands in order to help someone in a difficult situation. t. I can write a dialogue between a store clerk and a customer (you-informal) in a clothing store describing what I want to buy. College Readiness Standards By the end of this course, a. I can identify the main ideas and author s approach b. I can identify the supporting details c. I can identify sequential, comparative, and cause-effect relationships d. I can identify meanings of words e. I can determine generalizations and conclusions f. I can identify Topic Development in Terms of Purpose and Focus g. I can identify Organization, Unity, and Coherence
h. I can identify Word Choice in Terms of Style, Tone, Clarity, and Economy i. I can identify Sentence Structure and Formation j. I can identify Conventions of Usage k. I can identify Conventions of Punctuation Social-Emotional Learning Objectives As a member of the Stevenson High School community, I will develop my Self- Awareness skills in regards to: a. Emotions b. Self-perception c. Strengths & Weaknesses As a member of the Stevenson High School community, I will develop my Social Awareness skills in regards to: a. Respect for Others & Appreciating Diversity As a member of the Stevenson High School community, I will develop my Self- Management skills in regards to: a. Impulse Control & Self -Discipline b. Stress Management c. Self-Motivation d. Goal Setting & Organizational Skills As a member of the Stevenson High School community, I will develop my Relationship Skills in regards to: a. Teamwork b. Communication c. Helping & Seeking help As a member of the Stevenson High School community, I will develop my Responsible Decision Making skills in regards to: a. Problem-Solving b. Ethical Responsibility Content Learning Targets Vocabulary Learning Targets 1. I can recognize commonly used verbs in Spanish. i. I can pronounce the vocabulary word. ii. I can associate vocabulary words with the visual images. iii. I can recognize vocabulary words within an audio passage. iv. I can recognize vocabulary words within a text. v. I can produce vocabulary words. vi. I can spell vocabulary words. vii. I can identify gender and number of the vocabulary words. viii. I can use circumlocution to define the vocabulary words in Spanish.
a. I can talk about family celebrations i. I can use words to tell a story about what happened yesterday ii. I can use ordinal numbers to describe anniversaries iii. I can associate vocabulary words with visual images iv. I can understand vocabulary words in context v. I can produce vocabulary words in context (written and spoken b. I can talk about childhood experiences i. I can use tener expression and reflexive verbs ii. I can talk about family members iii. I can associate vocabulary words with visual images iv. I can understand vocabulary words in context v. I can produce vocabulary words in context (written and spoken c. I can talk about traveling on a plane a. I can talk about what I do in my free time. b. I can associate vocabulary words with visual images c. I can understand vocabulary words in context d. I can produce vocabulary words in context (written and spoken d. I can talk about food and art a. I can identify different forms of art b. I can identify different foods c. I can associate vocabulary words with visual images d. I can understand vocabulary words in context e. I can produce vocabulary words in context (written and spoken e. I can talk about news and communication vi. I can associate vocabulary words with visual images vii. I can understand vocabulary words in context viii. I can produce vocabulary words in context (written and spoken f. I can talk about how to stay healthy, my daily routine and my personal hygiene. i. I can associate vocabulary words with visual images ii. I can understand vocabulary words in context iii. I can produce vocabulary words in context (written and spoken g. I can talk about and/or write about shopping and clothing. Also I can talk about and/or write words that pertain to bank or money. i. I can associate vocabulary words with visual images ii. I can understand vocabulary words in context iii. I can produce vocabulary words in context (written and spoken h. I can talk about and/or write about my neighborhood. Also I can ask for and give directions (map). i. I can associate vocabulary words with visual images
ii. I can understand vocabulary words in context iii. I can produce vocabulary words in context (written and spoken i. I can talk about my house and the items within. Also I can talk about travel plans. i. I can associate vocabulary words with visual images ii. I can understand vocabulary words in context iii. I can produce vocabulary words in context (written and spoken j. I can talk about the beach and chores one does at home and adverbs that end in ly i. I can associate vocabulary words with visual images ii. I can understand vocabulary words in context iii. I can produce vocabulary words in context (written and spoken k. I can talk about the human body y also I can talk about health problems and health solutions. i. I can associate vocabulary words with visual images ii. I can understand vocabulary words in context iii. I can produce vocabulary words in context (written and spoken l. I can describe a person, give greetings and communicate with basic verbs. i. I can describe a person using an adjective. ii. I can greet someone correctly and appropriately. iii. I can communicate using basic verbs ar/er/ir. iv. I can associate vocabulary words with visual images Grammar Learning Targets a. I can describe people and situations i. I can conjugate the verbs ser and estar in the present and past tenses ii. I can explain when to use the ser and estar. b. I can I can use tener expressions. i. I can conjugate the verb tener in the present and past tense. ii. I can use the verb tener with age, possession and idiomatic expressions. c. I can conjugate verbs in the present tense i. I can conjugate stem-changing verbs, e ie and o ue, in the present tense. ii. I can conjugate irregular yo form verbs in the present tense. d. I can form interrogative questions i. I can form interrogative questions using question words. e. Form and give informal commands i. I can form and give informal positive commands ii. I can form and give informal negative commands
iii. I can form and give informal positive and negative commands with pronouns f. Conjugate verbs in the preterite i. I can conjugate regular ar/er/ir verbs ii. I can conjugate irregular verbs in the preterite. iii. I can conjugate irregular yo form of preterite verbs. iv. Identify and know what irregular verbs in the preterite mean. v. Conjugate stem changing verbs and spelling changing verbs in the preterite vi. I can translate each verb to English.. g. I can apply the verbs saber y conocer i. I know when to use saber and conocer. ii. I can conjugate saber and conocer in the present and past tenses h. I can express position using demonstrative adjectives y demonstrative pronouns. i. I can associate demonstrative adjectives and pronouns with position words: aquí/allí/allá i. I can express myself using the phrase hace que i. I can express myself using the expression hace que in the form of a question and an answer ii. I can translate what hace que means in English. j. I can apply the progressive tenses. i. I can form the present progressive tense to express what I am doing. ii. I can form the past progressive tense to explain what I was doing. iii. I can form the stem changing present participles. k. I can use direct and indirect object pronouns in a phrase i. I can apply the uses of direct object pronouns ii. I can apply the uses of indirect object pronouns iii. I can put indirect and direct object pronouns the correct position within a given phrase. iv. Identify direct object pronouns in a sentence v. Identify indirect object pronouns in a sentence vi. I can substitute the correct pronoun for direct o indirect objects vii. I can name the direct and indirect object pronouns. l. I can form the present subjunctive i. I can explain what WADE E means. ii. I can remember and form the regular present subjunctive iii. I can remember and form the irregular present subjunctive iv. I can conjugate the ar/er verbs correctly in the present subjunctive v. I can conjugate the -ir verbs correctly in the present subjunctive m. I can make comparisons i. I can make equal comparisons ii. I can make unequal comparisons n. I can identify reflexive verbs.
i. I can conjugate reflexive verbs with the correct reflexive pronoun ii. I can conjugate reflexive verbs in the present and imperfect tense. o. I can express possession i. I can phrase using possessive adjectives. p. I can speak about the past using the imperfect tense i. I can conjugate verbs in the imperfect tense. ii. I can conjugate the irregular in the imperfect tense ser,ir,ver q. I can form and give formal commands i. I can effectively use a command with a reflexive pronoun usted/ustedes. ii. I can form and apply positive formal commands usted/ustedes. iii. I can form and apply negative formal commands usted/ustedes iv. I can effectively use pronouns with positive and negative formal commands usted/ustedes. v. I can form and apply the irregular formal commands usted/ustedes r. I can form and give informal commands i. I can form and apply informal positive commands tú ii. I can form and apply informal negative commands tú vi. I can form and apply the irregular formal commands tú vii. I can effectively use pronouns with positive and negative formal commands tú viii. I can effectively use a command with a reflexive pronoun usted/ustedes. s. I can form verbs en el present subjunctive. i. I can describe and apply what the subjunctive is and also how to form it in the present. ii. I can effective use the subjunctive in impersonal expressions iii. I can form the irregular subjunctive iv. I can explain what each letter of WADE E stands for v. I can apply what each letter in WADE E stands for in context. t. I can speak about the past i. I can conjugate el pretérito y el imperfect. ii. I can apply the uses pretérito and el imperfect correctly. iii. I can apply the key words for el imperfect y el pretérito in the appropriate context. u. I can speak about the past using the preterite and imperfect and can distinguish between the two. i. I can identify the uses of the preterito. ii. I can identify the uses of the imperfect. (LUSE D PATH) iii. I can identify and apply the keys words that indicate the preterito iv. I can identify and apply the keys words that indicate the imperfect v. I can explain when to use the subjunctive versus the indicative i. I can identify the acronym DUD ii. I can identify the acronym TACK
Presentations/Products/Skills Learning Targets: a. I can write a dialogue between a traveler and a receptionist. (Speak about hotel room preferences) 1. I can incorporate new vocabulary and grammar in the writing. 2. I can express my opinions and thoughts coherently. 3. I can produce the language appropriately and correctly 4. I can include transition and organize my ideas in a logical order 5. I can incorporate inflection, a variety of vocabulary and grammatically correct phrases. 6. I can form paragraphs using an introduction, body and conclusion b. I can give directions using a map and formal commands. i. I can incorporate new vocabulary and grammar in the presentation. ii. I can speak and communicate my ideas effectively iii. I can include unique and imaginative ideas in the presentation c. I can listen to a Spanish narration that describes a Puerto Rican restaurant. i. I can recognize new vocabulary in context. ii. I can answer comprehension questions d. I can speak in the preterite tense (simple past) i. I can use regular preterite verbs ii. I can use irregular yo forms in the preterite iii. I can use irregular preterite forms. e. I can listen to a Spanish narration that describes how a woman met her husband. a. I can recognize new vocabulary in context. b. I can answer comprehension questions c. I can identify new vocabulary words in the audio selection. d. I can summarize events in the audio selection e. I can understand the narrative. f. I can use the verb gustar i. I can incorporate vocabulary and grammar in writing. ii. I can express my thoughts coherently. iii. I can produce the language appropriately and correctly iv. I can include transitions and organize my ideas in a logical order. v. I can incorporate humor, inflection, idiomatic expressions y a variety of vocabulary and grammar in phrases. g. I can listen to a Spanish narration that talks about an experience in a restaurant. i. I can recognize new vocabulary in context. ii. I can answer comprehension questions iii. I can identify new vocabulary words in the audio selection. iv. I can summarize events in the audio selection v. I can understand the narrative. h. I can read short selections in Spanish i. I can extrapolate meaning and information from the reading selection
ii. I can remember information from a prior reading iii. I can make predications about the information in the text iv. I can connect the selection to my own life. i. I can listen to a Spanish narration that talks about a news program. i. I can recognize new vocabulary in context. ii. I can answer comprehension questions iii. I can identify new vocabulary words in the audio selection. iv. I can summarize events in the audio selection v. I can understand the narrative. j. I can write a short narrative explaining what happened yesterday in the news. i. I can incorporate new vocabulary and grammar in the writing. ii. I can express my opinions and thoughts coherently. iii. I can produce the language appropriately and correctly iv. I can include transition y organize my ideas in a logical order v. I can incorporate humor, inflection, idiomatic expressions y a variety of vocabulary y grammatically correct phrases. vi. I can form paragraphs using an introduction, body and conclusion k. I can listen to a Spanish narration that describes an experience in an airport i. I can recognize new vocabulary in context. ii. I can answer comprehension questions iii. I can identify new vocabulary words in the audio selection. iv. I can summarize events in the audio selection v. I can understand the narrative. l. I can write a short narrative about what I did last summer. i. I can incorporate new vocabulary and grammar in the writing. ii. I can express my opinions and thoughts coherently. iii. I can produce the language appropriately and correctly iv. I can include transition y organize my ideas in a logical order v. I can incorporate humor, inflection, idiomatic expressions y a variety of vocabulary y grammatically correct phrases. vi. I can form paragraphs using an introduction, body and conclusion m. I can particulate in a short presentation in Spanish. i. I can incorporate new vocabulary y grammar in the presentation. ii. I can speak with fluency y communicate my ideas effectively. iii. I can include unique and imaginative ideas in the presentation. iv. I can speak with great expression. n. I can listen to a Spanish narration that describes someone s brother. i. I can recognize new vocabulary in context. ii. I can answer comprehension questions iii. I can identify new vocabulary words in the audio selection. iv. I can summarize events in the audio selection v. I can understand the narrative. o. I can participate in a mini-presentation. i. I can describe myself ii. I can describe other people
iii. I can use ser, estar, tener and adjective to describe everything iv. I can incorporate new vocabulary and grammar in the presentation v. I can speak with fluency and communicate my ideas effectively vi. I can include unique and imaginative ideas in the presentation vii. I can speak with expression and intonation. p. I can participate in a mini-presentation that discusses what I used to do when I was young and also what my family used to do. i. I can use regular verbs in the imperfect ii. I can use irregular verbs in the imperfect iii. I can express myself with fluidity iv. I can incorporate new vocabulary and grammar in the presentation. v. I can speak with fluency and communicate my ideas effectively vi. I can include unique and imaginative ideas in the presentation vii. I can speak with expression and intonation. q. I can order food in a restaurant. a. I can speak about things that I would like to do in a city. b. I can associate vocabulary words with visual images. r. I can teach health to my classmates in a presentation using formal commands usted/ustedes. i. I can speak with fluency and communicate my ideas effectively ii. I can include unique and imaginative ideas in the presentation iii. I can speak with expression and intonation. iv. I can incorporate new vocabulary and grammar in the presentation. s. I can give positive and negative informal commands in order to help someone in a difficult situation. i. I can incorporate new vocabulary and grammar in the writing. ii. I can express my opinions and thoughts coherently. iii. I can produce the language appropriately and correctly iv. I can include transition y organize my ideas in a logical order v. I can incorporate humor, inflection, idiomatic expressions y a variety of vocabulary y grammatically correct phrases. vi. I can form paragraphs using an introduction, body and conclusion t. I can write a dialogue between a store clerk and a customer (you-informal) in a clothing store describing what I want to buy. i. I can incorporate new vocabulary and grammar in the writing. ii. I can express my opinions and thoughts coherently. iii. I can produce the language appropriately and correctly iv. I can include transition y organize my ideas in a logical order v. I can incorporate humor, inflection, idiomatic expressions y a variety of vocabulary y grammatically correct phrases. College Readiness Learning Targets a. I can identify the main ideas and author s approach i. I can Recognize a clear intent of an author or narrator in uncomplicated literary text ii. I can Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
iii. I can Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages b. I can identify the supporting details i. I can Locate basic facts, (egg names dates events) clearly stated in a passage ii. I can Locate simple details at the same sentence and paragraph level in uncomplicated passages iii. I can Locate important details in uncomplicated passages c. I can identify sequential, comparative, and cause-effect relationships i. I can Determine when (e.g. first last before after or if an event occurred in uncomplicated passages ii. I can Recognize clear cause-effect relationships described within a single sentence in a passage iii. I can Identify relationships between main characters in uncomplicated literary narratives iv. I can Recognize clear cause and effect relationships within a single paragraph in uncomplicated literary narratives v. I can Order simple sequences of events in uncomplicated literary narratives vi. I can Identify clear relationships between people, ideas, and so on in uncomplicated passages vii. I can Order sequences or events in uncomplicated passages. d. I can identify meanings of words i. I can Understand the implication of a familiar word or phrase and of simple descriptive language e. I can determine generalizations and conclusions i. I can draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives. f. I can determine topic Development in Terms of Purpose and Focus a. I can identify the central idea or main topic of a straightforward piece of writing, b. I can identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal g. I can apply Organization, Unity, and Coherence i. I can use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time), ii. I can use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response), iii. I can add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward h. I can determine word Choice in Terms of Style, Tone, Clarity, and Economy i. I can Revise vague nouns and pronouns that create obvious logic problems,
ii. I can Delete obviously synonymous and wordy material in a sentence i. I can produce sentence structure and formation i. I can Use conjunctions or punctuation to join simple clauses, ii. I can Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences, iii. I can Decide the appropriate verb tense and voice by considering the meaning of the entire sentence, iv. I can Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence j. I can apply Conventions of Usage i. I can Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts, ii. I can Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to), iii. I can Ensure that a verb agrees with its subject when there is some text between the two, iv. I can Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences, v. I can Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom k. I can apply Conventions of Punctuation i. I can Provide appropriate punctuation in straightforward situations (e.g., items in a series), ii. I can Use commas to set off simple parenthetical phrases Social-Emotional Learning Targets a. As a member of the Stevenson High School community, I will develop my Self- Awareness skills. Emotions i. I can identify my emotions. Self-perception i. I recognize when I need help. Strengths & Weaknesses i. I can identify my strengths. ii. I can identify my areas for growth. iii. I recognize that making mistakes is part of the learning process. b. As a member of the Stevenson High School community, I will develop my Social Awareness skills. Respect for Others & Appreciating Diversity i. I can explain what it means to be respectful. ii. I treat others with respect. c. As a member of the Stevenson High School community, I will develop my Self-Management skills.
Impulse Control & Self -Discipline i. I think before responding. ii. I choose to behave respectfully (in non-aggressive/non-harmful ways towards myself, others or things). iii. I listen to others without interrupting. iv. I accept responsibility for my actions and words. v. I follow rules of the school. Stress Management i. I can identify healthy strategies to decrease my stress level. Self-Motivation i. I start and complete tasks without needing to be prompted or reminded. ii. I persevere when facing challenges. Goal Setting & Organizational Skills i. I create plans to reach my goals. ii. I implement specific action steps towards reaching my goals. iii. I monitor and evaluate my progress towards reaching my goals. iv. I identify various resources to help me reach my goals. v. I use various resources to help me reach my goals. vi. I seek assistance when needed. d. As a member of the Stevenson High School community, I will develop my Relationship Skills. Teamwork i. I work cooperatively with others. ii. I work well in teams by soliciting other s input. iii. I work well in teams by encouraging participation of everyone present. Communication i. I am intentional with my body language in order to portray the messages I send. ii. I can identify active listening strategies. iii. I can demonstrate active listening strategies. Helping & Seeking help i. I invite and welcome feedback from others. e. As a member of the Stevenson High School community, I will develop my Responsible Decision Making Skills Problem-Solving i. I can identify resources before making my decisions. Ethical Responsibility i. I choose to be encouraging, kind, and polite toward others.