Standards Curriculum Map
Bourbon County Schools
Level: Español II
Grade and/or Course: 10-12
Updated: August, 2012
Days
Unit/Topic
Activities
Learning
Targets (“I
Can”
Statement
s)
Standar
ds
(Dates
represe
nt when
the
concept
is
introduc
ed. All
concept
s and
vocabul
ary are
on-going
through
out the
course)
Days 145
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Review: Asking / Answering:
name, age, origin, residence,
likes/dislikes, phone number,
characteristics
Review cardinal/ordinal numbers
and placement
Review calendar
information:days, months,
seasons, weather information
Review telling time
Review capitals and nationalities
of Spanish-speaking countries
Review: definite articles,
indefinite articles, demonstrative
adjectives and pronouns,
possessive adjectives, personal
pronouns, prepositional pronouns
Review: present, present
progressive, imperfect
progressive, ir+a+ infinitive
construction
Review types of verbs in present
tense: regular, irregular, -go,
stem-changing verbs
-zco verbs
Saber vs. conocer
WLH1.1.B
1
WLH1.1.B
2
WLH1.1.B
8
WLH1.1.B
9
WLH1.1.D
3
WL-
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Partner clocks: Call time and have
students choose corresponding
partners to ask and answer name,
age, etc.
Dice activity: number questions
and roll die; students answer
question corresponding to die
number
Number and telling time Bingo
game
Map verbal activity: La capital de
Venezuela es Caracas y los
habitantes de Venezuela son
venezolanos, Etc.
Make grammar and verb flipcharts
which include review forms and
leave room for those to be added
in Español II
Create and present Mexican flag in
Spanish significance and history


I can
introd
uce
myself
and
some
one
else.
I can
respo
nd
appro
priatel
y to
an
introd
uction
using
gestur
es
when
neede
d
Vocabulary
Basic
communic
ation
Numbers
Calendar
Telling
time
Articles,
Adjectives,
pronouns
Review of
family,
body
parts,
directions
Occupatio
ns
Food
Home
1

Days
46-87

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Demostrative adjectives “lejos de
ti” : aquel, aquella…
Mexico’s Independence Day and
Hispanic Heritage Month; history
of the Mexican flag
H2.2.D

1
WLH2.2.B
1
Preterite and imperfect tense
WLformation and differentiation (add
Htenses to flip charts)
1.1.D
Preterite tense spelling changes (g-gu;
4
z-c, c-qu; dormir, morir, etc.)
WLIrregular imperfect: ser, ir, ver
H-1.2
Día de los Muertos
Introduce future and conditional
B1
tenses (add new tenses to flipcharts)
WLHDirect object pronouns and placement
1.2.B
4
Las Posadas; canciones de la
WLNavidad; La Navidad
H2.1.B
1
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

Translate “Mi Abuela Ya No Está” to
compare preterite and imperfect tenses and
social significance of Día de los Muertos
Write and deliver mock obituaries using
preterite and imperfect tenses
Make and present mini ofrendas in Spanish
using preterite and imperfect tenses
IM.L I can
understand
the main
idea and
many
details on
familiar
topics
expressed
in a series
of
connected
sentences,
conversati
ons,
presentatio
ns, and
messages.
Dia de los
Muertos vocab.
IM.PS.2. I
can make
a
presentatio
n on
something
I have
learned
using
connected
sentences
with many
details.
2
Days
88-131
Unit/Topic
Activities
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Begin translation of mini-novel VIAJE DE
SU VIDA (or Soñar UN CRIMEN)
Indirect object pronouns and placement;
combination with direct object pronouns
Continue with future and conditional tenses
Irregular future tense forms: venir, tener,
saber, haber, etc.
Reflexive verbs and pronouns
Present participles vs. past participles
Introduce four perfect tenses: present
perfect,
pluperfect,
future
perfect,
conditional perfect


Days
132-175
Learning
Targets (“I
Can”
Statement
s)
Commo
n Core
Standar
ds
Asking / Answering: name, age,
origin, residence, likes/dislikes,
phone number, characteristics of
someone in the family (3rd person
singular response)
Semana Santa y Pascuas
Floridas (alfombras in
Guatemala; parade processions
and floats; cascarones

Perfect-progressive
tenses (add to
flipcharts)

Cinco De Mayo
(Compare/contrast
WLH1.2.B
9
WLH4.1.B
2
WLH4.1.B
4
WLH2.1.B
5
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Present future goals to class using
future tense: “I will be a doctor and I
will care for my patients, etc.” Include
pictorial representation.
Create comic strips using reflexive
verbs to illustrate routine for getting
ready.
Conjugation trees incorporating all 12
tense constructions.
Weekly episodes of videomystery EN
BUSCA DE LA VERDAD for aural
comprehension (10 episodes)


Combine 16 tenses
and verb
constructions
Model piñata process
in Spanish; students
make piñatas at
I can
describe
plans and
actions
using
connected
sentences
with many
details.
.NH.PS.1 I
can
describe
aspects of
my daily
life.
Vocabulary
Chapter
translation
vocab.
Reflexive
pronouns
Reflexive
infinitives
I can ask
and
answer a
variety of
questions
about
3
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


Cinco de Mayo with
Mexico’s
Independence Day
Cultural significance of
piñatas
Asking / Answering: name, age,
origin, residence, likes/dislikes,
phone number, characteristics of
others (plural response)
Differentiation and usage of all
taught verb tenses
Differentiation, placement and
usage of all taught pronouns and
adjectives
WLH1.1.B
7
WLH4.1.D
2
home, bring them in
and vote on them
routine
personal
information
in
uncomplica
ted
situations.
4