ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish II
GRADE LEVEL: Level 2
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and the perspectives of
the culture.
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Review of skills of the previous course: Spanish I.
Body parts, Feelings in parts of the body, What is
the matter, What’s wrong, Health professions,
Related tener expressions, Dormir, Symptoms,
Indirect Object Pronouns, Expression of time with
Hace...que, Places in the community and related
activities and vocabulary, numbers 200-1000,
Famous locations in Madrid, City plan vocabulary,
Navigating through the city by means of a map,
Prepositions of place, Where are you going/ Where
did you go, Contraction del, Regular preterite Ar
verbs, Interrogative words with preterite, Irregular
preterite of Ir, Entertainment, Tickets, Types of
programs, Related adjectives, Expressing interest,
boredom, fear, Types of movies, Personalities in
entertainment, Specific time vocabulary,
Community cultural activities, Comparative
adjectives, Adjectives describing physical and
personality traits, De with superlatives, Direct
Object Pronouns with the infinitive, Preterite of ver,
Indirect Object Pronouns, Restaurants, Ordering
from a menu, Mexican foods, Adverb showing
frequency of actions, Menus, Table setting, Related
verbs, Pedir and e-i shoe verbs, Traer, Servir,
Preterite of Er/Ir Regular Verbs, Family meals,
Recipes, Environmental issues, Vocabulary/Verbs
for recycling, Animals/ resources in danger, Present
tense of decir, Regular and Irregular
familiar/singular affirmative commands, Present
tense of saber, Types of parties and related
activities, appropriate attire and accessories, Soler,
Escoger, Relatives, Present Participle, Conocer,
Quinceanera, Negative adverbs, Present
Progressive, Present of Dar.
Produce and perform guided
conversations related to student’s needs
and interests (e.g.-health, feelings,
utilizing community resources,
entertainment, ordering at a restaurant,
making meals, setting tables, preserving
the environment, going to parties)
Create conversations related to public
place functions in simulation- attending
museums, preparing for parties, ect...
Tell about simple daily routines.
Prepare and respond to questions of
feelings, directions in the community,
values of the environment, preparing
meals, etiquette at parties.
Describe feelings of health and
preferences.
Propose and answer topic related
questions.
Generate conversations integrating
feelings, preferences, and opinions of
appropriate topics.
Describe community resources, public
buildings, and entertainment sites.
Count and use numbers 200-1000 in
banking and commerce.
Devise narratives about personal
experiences and events.
Demonstrate comprehension of face to
face and audio conversations on course
included topics.
Assess main idea of oral and written
narratives and texts and related topics.
Distinguish words and phrases heard or
seen in songs and realia.
Utilize appropriate responses to oral
Spanish II, Level 2
Page 1
Approx. Time Allotment:
Instructional Strategies
Text:
Paso a Paso (Prentice Hall, 2000) and
all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for
Hands-On Learning
Video
Student Practice Workbook
Internet
Writing, Audio, and Video Activities
Communicative Activity Blackline
Maters
TPR storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-1-
Oral presentations
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation
cards)
Modeling
Realia
Audio tape activities
Videotape activities
Computer software
Overhead transparencies activities
Songs, skits, games, and puzzles
Cloze activities
Speaking and writing activities (e.g.
Workbook, taking notes, listening,
categorizing, labeling, summarizing,
comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet Activities
June, 2004
Essential Question, Concept or Theme: A. Communication: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and the perspectives of
the culture.
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
and/or written requests, directions.
Identify types of people and related
objects based on oral and written
descriptions.
Demonstrate comprehension and use for
contextualized understanding of isolated
words and phrases in authentic, but
unfamiliar printed material or
announcements from target culture
Repeat unfamiliar words that recombine
familiar sound patterns and letter
combinations
Use knowledge of linguistic system
(grammar, word patterns) to derive
meaning from unfamiliar material
Use cognate to facilitate comprehension
Read aloud familiar stories, passages,
dialogues with appropriate intonation
and comprehensible pronunciation
Recite proverbs, nursery rhymes, short
poems, and songs
Compose and present guided texts on
familiar topics
Reproduce in written form language that
is used orally
Use oral or written language to give
messages, write reports, ect...
Use oral or written language to produce
and share illustrated stories or projects
Use target language, pronunciation and
spelling for specific vocabulary
imbedded in native language
presentations (e.g.- names of places,
people, things that appear in more
complex presentations made in English)
Interpret and use gestures germane to the
language
Spanish II, Level 2
Page 2
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and the perspectives of
the culture.
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
Practice skills “Teacher of the Day”
Evaluate communicative skills using
discrete point quizzes and
prochievement chapter tests
Recite dialogues
Create role plays
Describe a family members preferences
Introduce friends, relatives, and
community professionals to others
Select and order complete meals for
restaurant menu’s
Discuss daily activities
Produce key projects (e.g. Health
posters, animal profiles, entertainment
reviews, recipes, table setting diagrams,
invitations)
Utilize familiar commands to give
instructions for traveling through the
city, preserving the environment, setting
tables, preparing food, dressing
appropriately
Develop oral presentations
Construct reports
Assess listening skill through TPR
Assess aural comprehension via
dictations
Discuss and utilize reading strategies
Spanish II, Level 2
Page 3
-3-
June, 2004
Essential Question, Concept or Theme: A. Communication: Demonstrating an understanding of the relationship between
the practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and the
perspectives of the culture.
Approx. Time Allotment:
PA Standards:
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments
Notes taking by classmate for reproduction
Engage in ongoing communication with case
workers.
Spanish II, Level 2
Enrichment Strategies
World Language Departmental
Initiatives
Immersions trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level 2 Opportunities
Field trips
Music
Challenge for credit
Independent study
Enhancement activities (e.g. Provide
extra reading material, extra listening,
and speaking opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class activities (movies related
to or in target language, language
luncheon groups)
Page 4
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French, German,
Latin, and Spanish. Compare and
contrast languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math
systems
Geography: maps, demographics,
climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student
art projects, architecture
Science: famous scientist, ecology,
natural sciences, environment
Consumer science: cuisine, etiquette,
fashion, advertising
Physical education: sports, recreational
activities, health and fitness
Technology education: student projects
and research utilizing all phases of
technology
-4-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using the language
for leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Review of skills of the previous course: Spanish
I. Body parts, Feelings in parts of the body, What
is the matter, What’s wrong, Health professions,
Related tener expressions, Dormir, Symptoms,
Indirect Object Pronouns, Expression of time with
Hace...que, Places in the community and related
activities and vocabulary, numbers 200-1000,
Famous locations in Madrid, City plan
vocabulary, Navigating through the city by means
of a map, Prepositions of place, Where are you
going/ Where did you go, Contraction del,
Regular preterite Ar verbs, Interrogative words
with preterite, Irregular preterite of Ir,
Entertainment, Tickets, Types of programs,
Related adjectives, Expressing interest, boredom,
fear, Types of movies, Personalities in
entertainment, Specific time vocabulary,
Community cultural activities, Comparative
adjectives, Adjectives describing physical and
personality traits, De with superlatives, Direct
Object Pronouns with the infinitive, Preterite of
ver, Indirect Object Pronouns, Restaurants,
Ordering from a menu, Mexican foods, Adverb
showing frequency of actions, Menu’s, Table
setting, Related verbs, Pedir and e-i shoe verbs,
Traer, Servir, Preterite of Er/Ir Regular Verbs,
Family meals, Recipes, Environmental issues,
Vocabulary/Verbs for recycling, Animals/
resources in danger, Present tense of decir,
Regular and Irregular familiar/singular
affirmative commands, Present tense of saber,
Types of parties and related activities, appropriate
attire and accessories, Soler, Escoger, Relatives,
Present Participle, Conocer, Quinceanera,
CONNECTIONS
Use every day number skills in banking, currency
equivalencies and purchasing in the target
language
Make, label and read maps using appropriate
geographical terms in the target language
Manipulate the applications of the metric system
in talking about weather, height, weight, distance
Recognize famous historical events, people,
landmarks, places, products from the target culture
Examine American historical events, place names,
famous people and events from the target culture
perspective and influence
Discuss and express preferences about sports,
games and equipment for these in the target
language
Demonstrate knowledge of other forms of
government
Apply, as appropriate, language arts skills to the
target language-punctuation, dictionary skills,
reading and writing skills
Demonstrate awareness of artistic and musical
contributions, and practices present in the target
culture-famous works of art, special musical
instruments, famous artists or composers, well
known songs
Use computer, multimedia, traditional texts and
printed material to find information on familiar
themes to integrate in other target language
activities (menus, phone book ads, TV and movie
listings)
Analyze form, presentation, layout of target
culture products to examine culturally imbedded
features
Spanish II, Level 2
Page 5
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Text:
Paso a Paso (Prentice Hall,
2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline
Masters for Hands-On Learning
Video
Student Practice Workbook
Internet
Writing, Audio, and Video
Activities
Communicative Activity
Blackline Maters
TPR storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-5-
Instructional Strategies
Oral presentations
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation
cards)
Modeling
Realia
Audio tape activities
Videotape activities
Computer software
Overhead transparencies activities
Songs, skits, games, and puzzles
Cloze activities
Speaking and writing activities (e.g.
Workbook, taking notes, listening,
categorizing, labeling, summarizing,
comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet Activities
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using the language
for leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Negative adverbs, Present Progressive, Present of
Dar.
Explore historical background of Spanish speaking
countries through a study of ancient Indian
populations
Discuss Hispanic communities in the U.S.
Interpret newspaper articles reflecting the ethnic
makeup of U.S. Latino communities
Demonstrate awareness of immigrant and emigrant
populations
Identify contributions of target culture to English
language and American society
COMPARISONS
Recognize borrowed words from the target
language
Recognize Anglicisms present in the target
language
Compare grammatical structures, pronunciation
and writing systems between native and target
languages
Identify different social conventions( e.g.
idiomatic expressions, public etiquette)
Demonstrate understanding that vocabulary terms
mean different things in different cultures
Identify and understand cognates between
languages
Understand and use appropriate nonverbal
communication of the target language
Use the target language in a manner appropriate to
the etiquette of the native speaker
Speculate and defend perceptions on why certain
products are important in the target culture
Compare target culture products with those in
native culture
Compare target culture daily practices with native
culture
Spanish II, Level 2
Page 6
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
-6-
Instructional Strategies
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using the language
for leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
Compare celebrations and holidays common to the
culture of the target language and the native
culture (U.S.)
Compare holiday foods, time frames, and contents
with U.S. Contents.
Compare conservation practices and research in
Spanish speaking countries vs. others
Contrast differences in film production and t.v.
Programming in Spanish speaking countries and
U.S.
Compare and contrast the religion of the Aztecs
with Catholicism
Compare and contrast Mexican authors with those
of international prominence
COMMUNITY
Identify the target language in the students’ daily
life
Identify contributions of Lions Club to vision
programs in Latin America
Find connections with the target culture through
the use of technology, media and authentic sources
Participate in structured curricular programs
designed to extend learning beyond the classroom
(e.g. Visiting artists, field trips, community
resource speakers)
Discover and utilize rich resources within the
RTM community
Explore and interface with Hispanic communities
in close proximity to RTM (e.g. Wilmington,
Philadelphia, West Chester, Kennett Square,
Lancaster, New York City)
Use target language to respond to basic target
language situations encountered in the students’
daily life (e.g. Read various realia, communicate
Spanish II, Level 2
Page 7
-7-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using the language
for leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
with international visitors)
Listen to music, sing songs, and/or play
instruments from target culture
Share native songs cross culturally with exchange
students
Participate in games and sports from target culture
Read age-appropriate and linguistically
appropriate films from target culture
Appreciate target culture elements that are related
to travel experiences
Demonstrate survival skills in a immersion
experience
Evaluate communicative skills and cultural
knowledge using discrete point quizzes and
prochievement chapter tests
Recite dialogues
Create role plays
Assess aural comprehension via dictation
Select and order from a restaurant menu
Discuss daily activities and current events
Produce projects associated with course themes
Construct reports
Develop oral presentations using relevant
vocabulary, grammatical concepts and cultural
knowledge
Spanish II, Level 2
Page 8
-8-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through
the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language
and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to
their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own.
COMMUNITY: Using the language both within and beyond the school setting. Using the language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards:
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments
Notes taking by classmate for reproduction
Engage in ongoing communication with case
workers.
Spanish II, Level 2
Enrichment Strategies
World Language Departmental Initiatives
Immersions trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level 2 Opportunities
Field trips
Music
Challenge for credit
Independent study
Enhancement activities (e.g. Provide extra
reading material, extra listening and speaking
opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class activities (movies related to or in
target language, language luncheon groups)
Page 9
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French, German, Latin,
and Spanish. Compare and contrast
languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math
systems
Geography: maps, demographics, climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student art
projects, architecture
Science: famous scientist, ecology, natural
sciences, environment
Consumer science: cuisine, etiquette,
fashion, advertising
Physical education: sports, recreational
activities, health and fitness
Technology education: student projects
and research utilizing all phases of
technology
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Assessment
Review of skills of the previous course:
Spanish I. Body parts, Feelings in parts of the
body, What is the matter, What’s wrong,
Health professions, Related tener expressions,
Dormir, Symptoms, Indirect Object Pronouns,
Expression of time with Hace...que, Places in
the community and related activities and
vocabulary, numbers 200-1000, Famous
locations in Madrid, City plan vocabulary,
Navigating through the city by means of a
map, Prepositions of place, Where are you
going/ Where did you go, Contraction del,
Regular preterite Ar verbs, Interrogative
words with preterite, Irregular preterite of Ir,
Entertainment, Tickets, Types of programs,
Related adjectives, Expressing interest,
boredom, fear, Types of movies, Personalities
in entertainment, Specific time vocabulary,
Community cultural activities, Comparative
adjectives, Adjectives describing physical and
personality traits, De with superlatives, Direct
Object Pronouns with the infinitive, Preterite
of ver, Indirect Object Pronouns, Restaurants,
Ordering from a menu, Mexican foods,
Adverb showing frequency of actions, Menus,
Table setting, Related verbs, Pedir and e-i
shoe verbs, Traer, Servir, Preterite of Er/Ir
Regular Verbs, Family meals, Recipes,
Environmental issues, Vocabulary/Verbs for
recycling, Animals/ resources in danger,
Present tense of decir, Regular and Irregular
familiar/singular affirmative commands,
Present tense of saber, Types of parties and
related activities, appropriate attire and
accessories, Soler, Escoger, Relatives, Present
Participle, Conocer, Quinceanera, Negative
adverbs, Present Progressive, Present of Dar.
Appreciate cultural themes and works of the great
Spanish, Mexican artists
Discuss cultural implications of health posters
Discuss Hispanic communities
Identify Hispanic professional athletes drafted into
U.S. professional teams
Research and describe significant locations of
monuments and transportation systems of target
culture
Identify varied cultural heritage of Spanish-speaking
cities and U.S. States
Listen to Spanish language television
Discuss the interaction of the Spanish t.v./film
industries in the U.S.
Read descriptions of the impact of Spanish athletes
in world sports
Compare meal hours and contents with U.S. customs
Cook Spanish, Mexican food with emphasis on
regional dishes
Present and discuss pictures of monuments of the
Maya civilizations
Discuss ways conservation of natural resources is
encouraged
Identify indigenous flora and fauna in Hispanic
countries and compare situations in the U.S.
Compare and identify cultural similarities and
differences in areas related to linguistic concepts
studied
Sing folk songs in target language
Interpret and use gestures germane to the language
Evaluate cultural awareness using discrete point
quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Select and order from a restaurant menu
Introduce professionals, friends in a cultural context
Produce projects (e.g. posters, journals, animal
Spanish II, Level 2
Page 10
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Text:
Paso a Paso (Prentice Hall, 2000) and
all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for
Hands-On Learning
Video
Student Practice Workbook
Internet
Writing, Audio, and Video Activities
Communicative Activity Blackline
Maters
TPR storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
- 10 -
Instructional Strategies
Oral presentations
Simulated activities through
role playing
Paired communicative
activities
Memorization
Drilling
TPR activities
Visual and Verbal cues
(situation cards)
Modeling
Realia
Audio tape activities
Videotape activities
Computer software
Overhead transparencies
activities
Songs, skits, games, and
puzzles
Cloze activities
Speaking and writing activities
(e.g. Workbook, taking notes,
listening, categorizing,
labeling, summarizing,
comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet Activities
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
- 11 -
June, 2004
studies, recipes)
Develop oral presentations within a cultural context
Construct reports
Assess cultural assimilation through TPR
Spanish II, Level 2
Page 11
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments
Notes taking by classmate for reproduction
Engage in ongoing communication with case
workers.
Spanish II, Level 2
Enrichment Strategies
World Language Departmental Initiatives
Immersions trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level 2 Opportunities
Field trips
Music
Challenge for credit
Independent study
Enhancement activities (e.g. Provide extra
reading material, extra listening and speaking
opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class activities (movies related to or in
target language, language luncheon groups)
Page 12
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages: French, German,
Latin, and Spanish. Compare and contrast
languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math
systems
Geography: maps, demographics, climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student art
projects, architecture
Science: famous scientist, ecology,
natural sciences, environment
Consumer science: cuisine, etiquette,
fashion, advertising
Physical education: sports, recreational
activities, health and fitness
Technology education: student projects
and research utilizing all phases of
technology
- 12 -
June, 2004