MADISON PUBLIC SCHOOL DISTRICT
SPANISH II
Madison High School
Authored by: Barbara Neto
Reviewed by:
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: August 27, 2013
Members of the Board of Education: Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
Madison Public Schools
I. OVERVIEW
Spanish II continues the Spanish language sequence at the High School. This full year course continues the
development of listening, speaking, reading and writing competency in Spanish. It is designed for students
who have successfully completed Spanish I in the high school or eighth grade Spanish. Students improve their
control of the present tense and learn to express their desires and recommendations via the simple past tense.
The textbook is Realidades I.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate with spoken and written forms using interpretive, interpersonal and presentation modes.
Students will demonstrate understanding of a culture via these same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered
on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic
borders. Individuals who effectively communicate in more than one language, with an appropriate
understanding of cultural contexts, are globally literate.
The study of another language and culture enables individuals to communicate with people from diverse
cultures. The study of another language fosters attitudes, values, and skills that indicate a positive disposition
and understanding of cultural differences and that enhance cross-cultural communication.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Language learners can be expected to move through levels of proficiency at different rates. In addition,
language learners may demonstrate differing proficiencies depending upon the communicative mode in which
they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who
are taking Spanish II should meet the cumulative progress indicators for the Novice-High Level of
proficiency. Novice-High Level students communicate using strings of sentences to ask and answer
questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in
other classes. By the end of Spanish II, students taking a continuing sequence of language from middle school
will:
A. Interpretive Mode:
1. Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials
using electronic information sources related to targeted themes.
2. Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
3. Recognize some common gestures and cultural practices associated with target culture(s).
4. Identify people, places, objects, and activities in daily life based on oral or written descriptions.
5. Demonstrate comprehension of short conversations and brief written messages on familiar topics.
6. Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
B. Interpersonal Mode:
1. Use digital tools to participate in short conversations and to exchange information related to a variety
of familiar topics and some unfamiliar topics.
2. Give and follow a series of oral and written directions, commands, and requests for participating in
age- and level-appropriate classroom and cultural activities in familiar and some unfamiliar situations.
3. Use appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language in familiar and some unfamiliar situations.
4. Ask and respond to factual and interpretive questions of a personal nature, on school-related topics,
and on some unfamiliar topics and situations.
5. Engage in short conversations about personal experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
C. Presentational Mode:
1. Synthesize information related to the cultural products, cultural practices, and cultural perspectives
associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to be
shared virtually with a target language audience
2. Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
3. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and
some unfamiliar situations.
4. Synthesize information found in age- and level-appropriate culturally authentic materials
5. Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as
evidenced through the cultural products and cultural practices associated with each.
IV. ESSENTIAL CONTENT AND ACTIVITIES
See attached.
V. EVALUATION
Listening, speaking, reading and writing in a variety of modes will be considered to determine the final grade.
Assessments will include:
 Tests and quizzes that accompany the text
 Teacher-made achievement tests and quizzes
 Aural testing
 Oral testing in interpersonal and presentational modes
 Written evaluations in interpersonal and presentational modes
 Homework
VI.
RESOURCES
A. Basic Materials
Realidades 1 , Peggy Palo Boyles, et al. Prentice Hall Pearson, New Jersey, 2011
Realidades 1 , Leveled Vocabulary and Grammar Workbook
Realidades 1 , Communication Workbook with Test Preparation
Realidades 1, Video Program on DVD
Realidades 1, Videocultura on DVD
Realidades 1, Vocabulary and Grammar Transparencies
Realidades 1, Fine Art Transparencies
Realidades 1, Assessment Program
B. Correlated Materials:
Magazines
Videocassettes and DVDs from various sources
Newspaper articles
Travel posters
Internet sources
Madison School District
Spanish II Scope and Sequence
Unit of
Study
Chapter
5 (A&B)
Theme:
Family &
Food
Fiesta en
Familia
Key Vocabulary/ Language in
Key Vocabulary/ Language in
Use
Use












Describe families &
related vocabulary
Talk about
celebrations & parties
Ask & tell ages
Understand cultural
perspectives on family
& celebrations
The verb tener
Possessive adjectives
Pronounciation (the
letters p, t, & q)
Describe friends
Ask politely to have
something brought to
you
Order a meal in a
restaurant
The verbs venir, ser,
& estar
Pronounciation (the
letters b & v)
Activities/Assessment/Project
Activities/Assessment/Project
 Country/Birthday
partners
 Pictionary
 ¿Quién tiene? with
vocabulary
 Relay Races
 Scavenger Hunts
 Dialogs/Skits
 Group posters/bulletin
boards
 Songs
 Tongue Twisters
 Proverbs
 Fill in the blanks
 Multiple choice
 True/False
 Short answers
 Guided Paragraphs
 Reading Comprehension
 Using manipulatives
(dolls, family pictures,
food, flatware, silverware,
decorations, clocks, etc.)
Cultural Connections
Cultural Connections









Mexico
Central America
Spanish royal family
Artists (Francisco de
Goya, Diego Rivera)
La quinceañera
Cultural perspectives
on mealtimes
Telenovelas
UNICEF
Peace Corps
Correspondence
Related Literature, Video, and
Related Literature, Video, and
Songs
Songs
Songs:
 El Alfabeto
 Cien Muy Bien
 Frutas
 La Piñata
 Himno Mexicano
 Chocolate
 Naranja Dulce
Literature:
 ¿Qué Tal?
 The Piñata Maker
 Spanish cook books
 A Sembrar Sopa de
Verduras
 Fiesta
 Piñata
Videos:
 Foods of Mexico &
Spain
 La Quinceañera
Unit of
Study
Key Vocabulary/ Language in
Use

Chapter
6 (A&B)
Theme:
The
Home
La Casa













Talk about your
bedroom & related
vocabulary
Describe bedroom
items & electronic
equipment
Make comparisons
Understand cultural
perspectives on homes
Stemchanging verbs: poder
& dormir
The superlative
Review of colors &
other adjectives
Opposites
Pronounciation (the
letters r & rr)
Using root words
Identify the rooms of
the house
Name household
chores
Tell where you live
Understand cultural
perspectives on
different types of
Activities/Assessment/Project
 Country/Birthday
partners
 Pictionary
 ¿Quién tiene? with
vocabulary
 Relay Races
 Scavenger Hunts
 Dialogs/Skits
 Group posters/bulletin
boards (Food Pyramid)
 Songs
 Tongue Twisters
 Proverbs
 Fill in the blanks
 Multiple choice
 True/False
 Short answers
 Guided Paragraphs
 Reading Comprehension
 Using manipulatives
(objects to reflect rooms
such as pictures, flatware,
doll furniture, clocks,
color sheets, etc.)
Cultural Connections
 Spanish-style
architecture
 Latin Grammy
Awards
 Country flags
 La siesta
 Las luminaries
(originated in Mexico)
 Role of Latin child
versus North
American child in the
home
 Telenovelas
 Peace Corps
Correspondence
Related Literature, Video, and
Songs
Songs:
 El Alfabeto
 Cien Muy Bien
 De Colores
Literature:
 ¿Qué Tal?
 Barrio
Videos:
 Spain (Globe Trekker)
 Cinco de Mayo
(Teacher’s Discovery)
 Cinco de Mayo (The
History Channel)
 ¡Celebramos el Cinco
de Mayo!
Unit of
Study
Unit
6A&B
Theme:
Activities,
Family &
Celebrations, &
The
Home
Los Pasatiempos,
Fiesta en
Familia,
y La Casa
Key Vocabulary/ Language in
Use

















Greetings
Introductions
Alphabet
Vocabulary regarding
location & community
Calendar, weather,
seasons, & time
The verb ir
Words of frequency
Interrogatives
The verb jugar
Vocabulary regarding
family & celebrations
The verbs tener, venir,
ser, & estar
Possessive adjectives
Vocabulary regarding the
home & household chores
Stem-changing verbs
poder & dormir
The superlative
Adjectives
Affirmative tú commands
Present progressive
Activities/Assessment/Project















Country/Birthday
partners
Pictionary
¿Quién tiene? with
vocabulary
Relay Races
Scavenger Hunts
Dialogs/Skits
Group posters
/bulletin boards
Songs
Fill in the blanks
Multiple choice
True/False
Short answers
Guided Paragraphs
Reading
Comprehension
Using Manipulatives
(pictures of places,
homes, family, &
celebrations, color
sheets, numbers, etc.)
Cultural Connections
 Why Study Spanish
(Overview of
Countries)
 Cultural Names
 Celebrations in
Spanish speaking
countries
 Infrastructure in
Spanish speaking
countries.
Related Literature, Video, and
Songs
Songs:
 Los Paises
 El Rock de las
Capitales
 ¿Qué Bonita
Bandera?
 Cien Muy Bien
 El Alfabeto
 ¿Qué hora es?
 Los Meses del Año
 El Invierno
 Damos Gracias
Literature:
 ¿Qué Tal?
 The Piñata Maker.
Unit of
Study
Key Vocabulary/ Language in
Songs:
Use
Chapter
7 (A&B)
Theme:
Shopping
De
Compras















Talk about clothing,
shopping, & prices
Describe your plans
Talk about what you
want & what you prefer
Point out specific items
Understand cultural
perspectives on
shopping
Stem-changing verbs:
pensar, querer, &
preferir
Demonstrative
adjectives
Pronounciation (the
letter z)
Talk about buying gifts
Tell what happened in
the past
Understand cultural
perspectives on giftgiving
The preterite tense of ar verbs
The preterite tense of
verbs ending in -car &
-gar
Direct object pronouns
Nouns that end in -ería
Activities/Assessment/Project


















Country/Birthday
partners
Pictionary
¿Quién tiene? with
vocabulary
Relay Races
Scavenger Hunts
Dialogs/Skits
Group
posters/bulletin
boards (Food
Pyramid)
Songs
Tongue Twisters
Proverbs
Fill in the blanks
Multiple choice
True/False
Short answers
Guided Paragraphs
Reading
Comprehension
Using Manipulatives
(suitcase with
clothing, color sheets,
Cultural Connections
 Traditional clothing of
Panama
 Currencies of Spanish
speaking world
 Nonverbal language
 Carnival
 Latin fashion
designers
 Indian fabric artwork
 Telenovelas
 Fine lace weavings of
Paraguay (ñanduti)
 Role of malls,
department stores, &
traditional specialty
stores in Latin
communities
 Colombian museums
 The Zapotecs
 Madrid’s El Rastro
 Las artesanias.
Related Literature, Video, and
Songs
Songs:
 El Alfabeto
 Cien Muy Bien
 Zapatos Rap
 De Colores
 Himno de Panama
 Burrito Enfermo
 La Ropa
 Coqui
 Holiday Songs
Literature:
 ¿Qué Tal?
 Salta y Brinca
(preterite)
 Salíde Paseo
(preterite)
Videos:
¿Qué quieres comprar?
(Dime Más –U5L2).
Chapter 8 (A&B)
Theme:
Experiences
Experiencias













Talk about things
you do on vacation
Describe places to
visit while you are
on vacation
Talk about events
in the past
Understand
cultural
perspectives on
travel & vacations
The preterite tense
of -er verbs
The preterite tense
of the verb ir
The personal "a"
Vocabulary related
to activities
Pronounciation
(diphthongs =
blended vowels to
make one sound)
Discuss volunteer
work & ways to
protect the
environment
Talk about what
people say
Talk about what
people did for
others
Understand
 Country/Birthday
partners
 Pictionary
 ¿Quién tiene? with
vocabulary
 Relay Races
 Scavenger Hunts
 Dialogs/Skits
 Group posters/bulletin
boards (Food Pyramid)
 Songs
 Tongue Twisters
 Proverbs
 Fill in the blanks
 Multiple choice
 True/False
 Short answers
 Guided Paragraphs
 Reading
Comprehension
 Using Manipulatives
(pictures of tourist
attractions in Spanish
speaking countries, toy
car, toy bus, toy train,
toy boat, & toy
airplane, stuffed
animals, etc.)
 El Greco
 National Parks
in Costa Rica,
Puerto Rico, &
Mexico
 Nonverbal
language
 Places & public
transportation
in Mexico City
 Patagonia
(southern tip of
South America)
 Geography of
South & Central
America
 Trip to Peru
 Telenovelas
 El ojo de Dios
(Mexican craft)
 Recycling
efforts in Spain
 Costa Rica –
rain forest
 Blown glass art
made from
recycled glass
 Hospital de la
Caridad (Spain)
 Endangered
species in
Spanish
Songs:
 Cielito Lindo
 Himnos de
Costa Rica,
Puerto Rico, y
Mexico
Literature:
 ¿Qué Tal?
 Salta y Brinca
(preterite)
 Salíde Paseo
(preterite)
Videos:
 ¡Qué linda es
la ciudad!
(Dime Más –
U6L1)
 ¿Qué
compraste?
(Dime Más –
U6L2)
 ¿Qué pasó?
(Dime Más –
U6L3).





cultural
perspectives on
volunteer work
The present tense
of decir
Indirect object
pronouns
The preterite tense
of the verbs hacer
& dar
Nouns that end in dad, -tad, -ción, &
sión
Pronounciation
(the letter x)
speaking
countries
 Hábitat para la
Humanidad
Internacional
 Cultural
perspectives on
volunteer work
 Peace Corps
Correspondence
Chapter 9 (A&B)
Theme:
Experiences
Experiencias












Talk about movies &
television programs
Express opinions &
preferences about
entertainment
Use acabar de +
infinitive to talk
about things you
have just done
Gustar & similar
verbs
Tell why you don’t
do something
Talk about
traditional &
electronic forms of
communication
Talk about how
computers are used
Express opinions
about computers
Pronunciation
(linking verbs in a
sentence)
Present tense of e>i
stem-changing verbs
(pedir & servir)
Pronunciation
(syllables)
Compare/contrast
saber & conocer
 Country/Birthday
partners
 Pictionary
 ¿Quién tiene? with
vocabulary
 Relay Races
 Scavenger Hunts
 Dialogs/Skits
 Group posters/bulletin
boards (Food Pyramid)
 Songs
 Tongue Twisters
 Proverbs
 Fill in the blanks
 Multiple choice
 True/False
 Short answers
 Guided Paragraphs
 Reading
Comprehension
 Using Manipulatives
(pictures/DVD case of
different types of
movies, adjectives,
technology props, etc.)
Songs:
 Luis Buñuel &
 Cielito Lindo
Salvador Dalí
 Himnos de
 Telenovelas
Chile,
 Cultural
Argentina,
perspectives on
Venezuela, y
television
Peru
(Sábado
Gigante)
 Words of Greek
Literature:
& Arabic origin
 ¿Qué Tal?
 Spanish Hola
language
 People en
television
español
networks
 Communicating
Video:
without words
 Betty la Fea
 Pablo Picasso
 Cinco de Mayo
 Caves of
Altamira
 Real Academia
de la Lengua
Española
 Internet use in
Spain
(ciberspanglish)
 Inventions in
Spanish speaking
countries