COURSE TITLE SPANISH 2 DURATIONSEPTEMBER BIG IDEAS ENDURING UNDERSTANDING

Big Ideas/ Enduring Understanding

Essential Questions

• Students will communicate about weather, clothing and feelings.

• Students will replace nouns with pronouns.

• Students will virtually tour “El Yunque.”

• You are traveling to Puerto Rico, What will you wear? How will feel? What is the climate like?

• How do you avoid redundant speech and writing?

• Do you know that we have a Rain Forrest in the United States?

Standards

Content

Skills/ Competency

Assessment

Communications 1.1, 1.2

Cultures 2.2

Connections 3.1, 3.2

Comparisons 4.1, 4.2

Communities 5.2

1. Grammar Review of Spanish 1

2. Conjugate ar/er/ir verbs

3.     Vocabulary (Unit 3 Etapa 3)

        Weather

        Clothing

        feelings

4.      Weather and Seasons

• Vocabulary and expressions

5.     Clothing

6.     “Tener” Expressions

• Vocab. w/tener and conjugate tener

7. Direct Object Pronoun

What and where in a sentence

8.     Culture: Puerto Rico

1. Students will review conjugations of regular and irregular verbs.  Emphasis will be placed on ‘ser’ and ‘estar.’

2. Students will describe and recognize:

       the weather using ‘hacer,’ ‘estar,’ ‘hay,’ ‘llover,’ and ‘nevar’

        the seasons of the year

3. Students will identify and state the articles of clothing they would wear in each season.

4. Students will talk about how they feel in each season by forming sentences with ‘tener’ expressions.

5. Students will replace nouns in the target language with direct object pronouns.

6. Students describe information about:

        the national park,“El Yunque,” as well as its flora and fauna.

• the original habitants, the location, climate, and popular tourist attractions

• El coquí

Homework

Class participation (Using class participation rubric)

Vocabulary and Grammar Quizzes

• written

Project: “Lo que más me gusta de la escuela”

Summative Exam

Big Ideas/ Enduring Understanding

Essential Questions

• Students will ask, give and follow directions.

• Students will identify places and say how they will arrive at different locations.

• Students will discuss Oaxaca.

• You are traveling to Oaxaca, how will you get around? What places will you visit? What modes of transportation will you use to get to the different locations?

Standards

Content

Skills/ Competency

Assessment

Communications 1.1, 1.2

Cultures 2.1, 2.2

Connections 3.1

Comparisons 4.1, 4.2

Communities 5.1

1. Vocabulary:

   1. Transportation

   2. Prepositional phrases

   3. Places in the city

   4. Directions and related vocabulary

   5. Addresses

2. Conjugate verbs with irregular “yo” forms.

3. Regular Affirmative Tú Commands

4. Direct Object Pronouns Placement with Affirmative tú Commands.

5. Culture

   1. Oaxaca, Mexico

   2. El Zócalo

1. Students will identify different modes of transportation in Spanish

2. Students will generate requests for directions using target vocabulary.

3. Students will be able to give directions using target vocabulary.

4. Students will conjugate the verbs salir and decir. Students will recognize the irregular “yo” forms “salgo” and digo.”

5. Students will produce and practice affirmative tú commands.

6. Students will locate pronouns in sentences using tú commands.

7. Students will practice placement of pronouns with affirmative commands.

8. Students will interpret the cultural and geographical information of Oaxaca, Mexico.

9. Students will be able to identify a Zócalo.

10. Students will complete listening and video activities to practice grammar and vocabulary.

1. Vocabulary Quizzes:

   1. Multiple choice

   2. Fill in the blank with word bank

2. Grammar Quizzes:

   1. Conjugate Decir/Salir

   2. Fill in the blank with prepositional phrases.

   3. Affirmative Tú command quiz with DOP.

Big Ideas/ Enduring Understanding

Essential Questions

• Students will learn the art of bargaining in Mexican markets using necessary vocabulary and questions to accomplish the task.

• Students will compare and contrast “El día de los Muertos” with Halloween.

• Students will continue learning stem changing verbs.

• Students will say what they give or say to other people using Indirect Object Pronouns. 

• You are in a Mexican market, how can you get the best prices for appropriate gifts and souvenirs?

• What is the difference between Halloween and the Day of the Dead?

• What are the rules for conjugating verbs with stem changes?

• How do you correctly incorporate indirect object pronouns into dialogues?

Standards

Content

Skills/ Competency

Assessment

Communications 1.1, 1.2, 1.3

Cultures 2.1, 2.2

Connections 3.1, 3.2

Comparisons 4.1, 4.2

Communities 5.1, 5.2

1. Culture:

a. El Día de los Muertos

b. Mexico: el mercado

c. Villancicos

2. Vocabulary:

a. shopping

1. jewelery

2. leather goods

3. bargaining

4. music and videos

5. ceramics

6. money and payment

7. stem changing verbs o-ue

3. Conjugate o-ue stem changing verbs.

4. Indirect object pronouns.

a. placement

b. usage

1. Students will write a sandwich poem based on “El Día de los Muertos.”

2. Students will generate dialog using shopping, bargaining, and money/payment vocabulary.

3. Students will identify different Mexican handicrafts i.e. ceramics, leather goods, jewelry

4. Students will conjugate o-ue stem changing verbs. dormir, contar, almorzar, costar, devolver, encontrar, poder, recordar, volver.

5. Students will write sentences with correctly placed indirect object pronouns.

6. Students will discuss the similarities and differences in shopping practices in Mexico.

7. Students will sing “Feliz Navidad”

3. Vocabulary Quizzes:

   1. Multiple choice

1. meanings of o-ue stem changing verbs.

2. Fill in the blank with word bank

c. Identify vocabulary

pictures.

4. Grammar Quizzes:

   1. Conjugate o-ue stem changing verbs.

   2. Placement of IOP.

5. Oral assessment: Bargaining skit

Big Ideas/ Enduring Understanding

Essential Questions

• Students will be able to discuss what foods they like in a mexican restaurant.

• Students will use affirmative and negative words appropriately in sentences/questions.

• Students will learn the suffix –isimo to add emphasis to adjectives.

• How will you order and discuss food in a Mexican restaurant?

• How do you correctly use affirmative and negative words in spoken and written Spanish?

• How do you add emphasis to adjectives?

Standards

Content

Skills/ Competency

Assessment

Communications 1.1, 1.2, 1.3

Cultures 2.1, 2.2

Connections 3.1, 3.2

Comparisons 4.1, 4.2

Communities 5.1, 5.2

1. Vocabulary

• Foods

• Restaurant

• Affirmative and negative words

2. Conjugate the verb gustar

3. Placement of affirmative and negative words in a sentence

4. Conjugate the verb traer

5. Use of the suffix –ísimo with an adjective

6. Culture: Oaxaca, Mexico and Mexican Food

1. Students will identify vocabulary in a restaurant.

2. Students will describe and recognize food items used in certain Mexican foods.

3. Students will translate affirmative and negative words.

4. Students will use the correct forms of the verb gustar to express likes and dislikes. (gusta vs. gustan)

5. Students will give the correct affirmative/negative word when given the opposite in sentences.

6. Students will generate sentences using the verb traer. Students will also identify the irregular “yo” form (traigo)

7. Students will express superlatives using –ísimo and adjectives.

Students will compare and contrast life in Oaxaca, Mexico to life in Mexico City and the United States.

Homework

Class Participation (Using Class participation rubric)

Vocabulary and Grammar quizzes

• Restaurant/food vocabulary

• Affirmative/Negative word (opposite quiz)

Oral assessment (restaurant scenario)

Exam

• Listening, reading, fill in the blank

Comprehensive Exam

• Multiple choice

Standards

Content

Skills

Assessment

Communication 1.1, 1.2, 1.3

Cultures 2.1

Connections 3.1, 3.2

Comparisons 4.1, 4.2

Community 5.1, 5.2

1. Culture: Barcelona, Spain

2. Vocabulary

   • Reflexive verbs

   • Daily routine

   • Body parts

   • Chores

3. Grammar

   • Conjugate reflexive verbs

   • Placement of reflexive pronouns

   • Form negative tú commands

   • Pronoun placement with negative tú commands

1. Students will interpret the almanaque on Barcelona, Spain in the textbook.

2. Students will be able to identify different aspects of culture related to Barcelona. (e.g. La Sagrada Familia, Antonio Gaudi, etc…).

3. Students will identify body parts.

4. Students will use TPR to practice reflexive verb vocabulary.

5. Students will describe their daily routines in the target language.

6. Students will conjugate reflexive verbs and correctly place reflexive pronouns.

7. Students will give negative tú commands to their peers.

8. Students will correctly place pronouns with negative tú commands.

Vocabulary quiz-body parts

• Identification

Vocabulary/grammar quiz on reflexive verbs.

• Fill in the blank

Exam

Spain Project

• Gaudi/Picasso etc…

Big Ideas/ Enduring Understanding

Essential Questions

• Students will identify Tapas.

• Students will talk about what chores how they are performed including rooms and furniture pertaining to said activities.

• Students will invite others to a party.

• Students will say what they should do.

• Students will ask and answer where they went using the verb ir in the prerterite.

• Students will describe actions in progress.

• What are Tapas? Where would you order them? What would you order?

• What chores do you perform at home? How do you do that?

• How would you plan a party?

• How do you tell others what they should do?

• How do you ask and answer where someone went?

• What are you doing right now?

Standards

Content

Skills

Assessment

Communication 1.1, 1.2, 1.3

Cultures 2.1, 2.2

Connections 3.1, 3.2

Comparisons 4.1, 4.2

Community 5.1, 5.2

4. Culture:

• Barcelona, Spain

• Tapas

5. Vocabulary

   • Chores

   • Rooms of the house

   • Furniture

   • Invitations

   • Food (TAPAS)

6. Grammar

   • Adverbs (-mente)

   • Conjugate deber

   • Present progressive with irregular present participles

   • Yo/tú forms of the verb ir in the preterite

9. Students will identify different Tapas from Spain.

10. Students will identify different rooms of the house.

11. Students will identify furniture.

12. Students will extend invitations to other students.

13. Students will use adverbs in sentences using the present progressive tense.

14. Students will use the verb deber to say what people should do.

15. Students will ask and answer where they went using the yo/tú forms of the verb ir in the preterite.

Vocabulary/grammar quizzes

• Fill in the blank

• Identification

Exam

Continuation of Spain Project assessment

Big Ideas/ Enduring Understanding

Essential Questions

• Students will discuss Spanish food including packaging, quantities and what appliances are used for preparation.

• Students will talk about past activities using –ar verbs and -ar verbs w/orthographic changes in the preterite tense.

• Students will use numbers 1-1,000,000 in Spanish.

• Students will compare and contrast the usage of commas and decimal point s when writing numbers in Spanish.

• You are traveling to Spain, what foods will you discover? What appliances are used to prepare said foods? Can you request the appropriate quantity/package of food?

• Can you tell what you did in the past?

• Can you correctly use numbers in Spanish?

Big Ideas/ Enduring Understanding

Essential Questions

• Students will describe buildings and streets in the city.

• Students will identify farm animals.

• Students will identify differences between other cultures and the culture of Ecuador.

• Students will use ordinal numbers and prepositions to give position of objects/people

• Students will continue study of the preterite tense. Expanding on irregular verb forms.

• You are traveling to Quito, what’s the difference between city life and country life?

• Can you sing the irregular verb song?

Standards

Content

Skills

Assessment

Communication 1.1, 1.2

Cultures 2.1

Connections 3.1

Comparisons 4.1

Communities 5.1

7. Culture:

• Quito, Ecuador

8. Vocabulary

   • Adjectives describing city buildings/streets

   • Professions

Vocabulary

• Farm animals

• Prepositional phrases

• Ordinal numbers

9. Grammar

   • Preterite of –er/-ir verbs

   • Preterite forms of oír/leer/creer

   • Preterite forms of ir/ser/hacer

Grammar

• Irregular preterite verbs

16. Students will analyze geographical data relating to Ecuador

17. Students will conjugate –er/-ir verbs in the preterite.

18. Students will identify the irregular forms of oír, creer, leer, ir, ser and hacer.

19. Students will identify and use demonstrative adjectives and demonstrative pronouns.

20. Students will describe specific location of objects using prepositional phrases and target vocabulary.

21. Students will identify and generate irregular preterite verbs (tener, estar, dar, decir, venir).

Vocabulary quizzes

• Fill in the blank

• Multiple Choice

Grammar quizzes

• Fill in the blank(preterite forms)

• Create original sentences using preterite tense and target vocabulary

Summative Exam

Big Ideas/ Enduring Understanding

Essential Questions

• Students will review all topics from September to June.

• Have you been listening or paying attention to your teacher this year?

• Did you study?

Standards

Content

Skills

Assessment

Communication 1.1, 1.2, 1.3

Cultures 2.1, 2.2

Connections 3.1, 3.2

Comparisons 4.1, 4.2

Community 5.1, 5.2