Spanish II – SY 2015-2016
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice,
Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and
writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both
interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of
communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The
language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability
to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational,
an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication
strategies that language learners use in each of the modes.
Interpersonal
Active negotiation of meaning among individuals.
Participants observe and monitor one another to
see how their meaning and intentions are being
communicated.
Adjustments and clarifications are made
accordingly.
Speaking and listening (conversation);reading and
writing (text messages or via social media).
Interpretive
Interpretation of what the author, speaker, or
producer wants the receiver of the message to
understand.
One way communication with no recourse to the
active negotiation of meaning with the writer, or
speaker, or producer.
Interpretation differs from comprehension and
translation in that interpretation implies the ability
to read (or listen or view) “between the lines,”
including understanding from within the cultural
mindset or perspective.
Reading (websites, stories, articles) listening
(speeches, messages, songs), or viewing (video
clips) of authentic materials.
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
Spanish II, Page 1 of 18
Presentational
Creation of messages.
One-way communication intended to facilitate
interpretation by members of the other culture
where direct opportunity for the active negotiation
of meaning between members of the two cultures
exists.
To ensure the intended audience is successful in its
interpretation the “presenter” needs knowledge of
the audience’s language and culture.
Writing (messages, articles, reports), speaking
(telling a story, giving a speech, describing a poster)
or visually representing (video, or powerpoint).
Spanish II – SY 2015-2016
Quarter 1
Unit 1: Repaso de Gramática
AP THEME: Grammar review to help reinforce all AP Themes and Subthemes
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the objectives
of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/2014/spanish/stds_spanish1-4.pdf
SII.1 The student will exchange spoken and written information and ideas in Spanish.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to basic grammar
learned in level I.
• Discuss and/or debate: level I topics for review.
Topics can include but are not limited to
restaurant, places in the community, family,
celebrations, etc.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Talk about:
Aforementioned topics
Vocabulary: (List on Loudoun Vision)
Review level I vocabulary.
Grammar:
present tense verbs (regular verbs, ar, -er, -ir)
CONNECTIONS:
verbs tener, hacer, querer, jugar, dormir,
• Make connections
preferir, etc.
INTERPRETIVE MODE:
between the culture of
stem-changing verbs
• Demonstrates comprehension of content from
the
United
States
and
present progressive
authentic audio, visual and text related to subjects
Spanish-speaking
correct word order of nouns and adjectives
presented from the previous level.
countries.
definite articles (el, la, los, las) and indefinite
PRESENTATIONAL MODE:
articles (un, una, unos, unas)
• Produce oral and written reports on information
interrogative words (por qué, cuándo, dónde,
about Spanish-speaking countries or previously
etc.)
mentioned topics.
transition words (después, cuando, luego, etc.)
RESOURCES/ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
CULTURES/
CONNECTIONS
CULTURES:
• Explore Spanishspeaking cultures and
relationships in other
countries.
COMPARISONS/
COMMUNITIES
COMPARISONS:
• Compare and contrast
customs between the
United States and
Spanish-speaking
countries.
Suggested Interpretive Task
Suggested Interpersonal Task
Spanish II, Page 2 of 18
Suggested Presentational Task
Spanish II – SY 2015-2016
NOTE: Teachers should develop these suggested ideas
Listening Exercises
using the appropriate performance task format and
Reading Exercises
CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Quarter 1
Unit 2A: Tu Día Escolar, Classroom Items, Activities, and Rules
AP THEME: Contemporary Life, Science and Technology
AP SUBTHEME: Education, Social Impact of Technology in the Classroom
Students discuss with each other
basic information, using grammar
and vocabulary previously learned,
in the target language.
Recommended pacing: 3 weeks
Teachers need to appropriate the number of lessons to the caliber of
students in the class so long as they are being given opportunities to
meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.1
SII.2
SII.4
SII.5
The student will exchange spoken and written information and ideas in Spanish.
The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.
The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and
paragraphs.
SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these
cultural aspects are interrelated.
SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the
United States.
COMMUNICATION
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive -Presentational
(Facts & Skills)
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
Talk about:
• Maintain a discussion related to: What you do in
• Explore attitudes when
• Compare and contrast: Rules
classroom objects
school.
reacting to: Student-teacher and customs in other countries
School activities
• Discuss and/or debate: Classroom rules, and impact relationships in a school
with those of your own school.
classroom rules
of technology in the classroom.
setting.
impact of technology in the
• Express and explain: Ideas using affirmative and
classroom
negative words.
CONNECTIONS:
Express affirmative/negative
• Express opinions and react to: School rules and
• Make connections
ideas
customs in other countries.
between: Grading systems
Vocabulary (List on Loudoun Vision)
in
different
Spanishschool activities
INTERPRETIVE MODE:
speaking countries.
school rules
• Demonstrates comprehension of content from
classroom objects
authentic audio visual texts relating to: School
Grammar:
activities, subjects, rules, classroom items and good
the verbs tener, hacer, poner,
study habits.
traer; phrases: ‘tener que’, ‘(no) se
Spanish II, Page 3 of 18
Spanish II – SY 2015-2016
PRESENTATIONAL MODE:
prohíbe’, and ‘hay que’ followed by
• Produce oral and written reports on: Present
an infinitive
information about school activities, subjects, a
stem-changing verbs
favorite class, and rules.
affirmative/negative words
RECYCLED/ONGOING General review: present tense verbs; stem-changing verbs in the present; yo-go verbs, ser and estar, prepositions of location (al lado
TOPICS/STRUCTURES de, delante de, detrás de, etc); adjectives to describe the classes (aburrida, difícil, divertida, fácil, interesante, práctica, etc.); and words
such as, primer piso, segundo piso, y sótano.
New Grammar: expressions ‘tener que + infinitive’, ‘hay que+ infinitive’, and ‘(no)se prohíbe+ infinitive’; affirmative and negative words
RESOURCES/ Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ACTIVITIES
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
NOTE: Teachers should develop these
View and describe classroom
suggested ideas using the appropriate
pictures
performance task format and CPA*
Listening exercises
writing/speaking assessment rubrics.
Reading Exercises
*Communicative Performance Assessments
Quarter 1
Unit 2B: Tu Día Escolar, Extracurricular Activities
AP THEME: Contemporary Life
AP SUBTHEME: Education, Leisure, and Sports
Suggested Interpersonal Task
Suggested Presentational Task
Students describe to each
Create a visual schedule to present.
other their daily class schedule Create a graph/chart of differences between
including the location of the
school here and in Spanish-speaking countries.
classroom, the time, and what
Create a visual chart of your ideal school with
is done in the class.
favorite rules.
Recommended pacing: 3 weeks
Teachers need to appropriate the number of lessons to the caliber of
students in the class so long as they are being given opportunities to
meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II :
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish
cultures.
SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS
INTERPERSONAL MODE:
CULTURES:
COMPARISONS/
COMMUNITIES
COMPARISONS:
Spanish II, Page 4 of 18
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Talk about:
Spanish II – SY 2015-2016
• Maintain a discussion related to: What you do
after school.
• Express and explain:
comparisons between people, things, or activities
knowing a person vs. knowing a skill or
information.
• Express opinions and react to: how long has an
activity been going on.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to: School
activities, subjects, rules, classroom items and
good study habits.
• Explore attitudes when
reacting to: perspectives on
extracurricular activities.
CONNECTIONS:
• Make connections between:
Use of social media (e.g.,
facebook model) to create
projects.
• Compare and contrast:
the different activities and
sports of the US and Spanish
speaking countries
people and things.
extracurricular activities
places
what people know (facts) or what they
know how to do (skills)
how long something has been going on
Vocabulary (List on Loudoun Vision)
extracurricular activities
pastimes
Grammar
making comparisons using tan…como,
and tanto(a/s)…como
verbs saber, conocer, and ir
expression ‘hace + time’
Understand cultural perspectives on
extracurricular activities.
PRESENTATIONAL MODE:
• Produce oral and written reports on: favorite
activities and pastimes.
RECYCLED/ONGOING
TOPICS/STRUCTURES
General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir
New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que,
tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que);
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
NOTE: Teachers should develop these suggested
ideas using the appropriate performance task
format and CPA* writing/speaking assessment
rubrics.
Create a chart/graph to
demonstrate the popularity of
different sports.
Create a web page to showcase
your school activities.
Write a letter/e-mail describing
your activities.
Create posters showing
favorite hobbies.
Create a brochure of your school
activities.
Give a speech to ‘incoming’ students
to describe what is available.
*Communicative Performance Assessments
Quarter 2
Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special
Event
AP THEME: Families and Communities
AP SUBTHME: Customs and Ceremonies
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the
objectives of the theme.
Spanish II, Page 5 of 18
Spanish II – SY 2015-2016
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and
paragraphs.
SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the
United States.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to: Daily
routines and preparing for a special event.
• Talk about:
Daily routines
Getting ready for a special event.

COMPARISONS:
• Compare and contrast: different
activities/events of the US and
Spanish speaking countries.
Describe:
getting ready for a special event
Discuss traditional
Hispanic events.
Talk about:
daily routines
Vocabulary (List on Loudoun Vision)
daily routines
personal daily routine items
body parts
events
INTERPRETIVE MODE:
• Demonstrates comprehension of content
from reading, watching and listening material
relating to: daily routines and getting ready for
a special events.
Grammar
reflexive verbs
verbs ser and estar
possessive adjectives (long form)
PRESENTATIONAL MODE:
• Produce an oral report on:
How to prepare for a special event.
Compare a special event in the US with those
in a Spanish-speaking country.
RECYCLED/ONGOING
General review: present tense, the verbs ser and estar, and telling time.
TOPICS/STRUCTURES
New grammar structure: reflexive verbs, and possessive adjectives (long form)
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Suggested Interpersonal Task
Spanish II, Page 6 of 18
Suggested Presentational Task
Spanish II – SY 2015-2016
NOTE: Teachers should develop these
suggested ideas using the appropriate
performance task format and CPA*
writing/speaking assessment rubrics.
*Communicative Performance
Assessments
Reading and listening to passages of
daily routines and descriptions of
events.
Create models to review body parts.
Simón dice game.
Quarter 2
Unit 3B: Un Evento Especial, Clothing and Fashion
AP THEME: Beauty and Aesthetics, Families and Communities
AP SUBTHEME: Ideals of Beauty, Holidays and Celebrations
Create a personal book/video
journal/power point about daily
routines.
Write a letter about a special event
you are going to.
Create invitations to a special event.
Create and present a collage of a
special event you attended.
Record and present a special event.
Create pieces of Dali/Picasso artwork
with the body and present.
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the
objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and
paragraphs.
SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these
cultural aspects are interrelated.
SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the
United States.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive -Presentational
COMMUNITIES
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to: Clothing and
fashion.
• Ask for assistance in a shopping situation
• Express opinions and react to:
clothing preferences
fashion & fit.
INTERPRETIVE MODE:
CULTURES:
• Investigate fashion styles and
costs in Spanish-speaking
countries.
• Discuss different Spanishspeaking fashion designers.
CONNECTIONS:
• Make connections between
Spanish II, Page 7 of 18
COMPARISONS:
• Compare and contrast:
traditional clothing from
Spanish speaking countries
to the U.S.
Talk about:
clothing and where to wear it
fashion and materials
sizing
Vocabulary: (List on Loudoun Vision)
clothing
shopping
numbers
body parts
Spanish II – SY 2015-2016
• Demonstrates comprehension of content from
authentic audio visual texts relating to: preferences in
attire and personal choice.
fashion styles in Spanishspeaking countries and the U.S.
Grammar:
stem-changing verbs pensar,
querer, and preferir
demonstrative adjectives
verb ‘quedar’ to express fit
• Make connections between
PRESENTATIONAL MODE:
historical contexts and current
• Produce an oral report on: a personal fashion design attitudes towards fashion.
identifying the clothing worn according to body parts
and /or climate.
• Evaluates and interprets written texts and materials
on Spanish-speaking fashion designers.
RECYCLED/ONGOING
General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreement
TOPICS/STRUCTURES
New grammar: Demonstrative adjectives; verb quedar to express fit.
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these
suggested ideas using the appropriate
performance task format and CPA*
writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Create a chart to compare
and contrast which clothes
you wear in each season.
Perform a skit as someone
getting dressed for a special
event, and a friend.
Design a clothing item or a fashion according
to seasons/weather and/or body parts.
Give a speech on fashion design.
Quarter 2
UNIT 4: De Compras, Shopping and Prices
AP THEME: Contemporary Life, Global Challenges
AP SUBTHEME: Advertising and Marketing, Economic Issues
Recommended pacing: 4 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the
objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.
SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect
Spanish cultures.
SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these
cultural aspects are interrelated
Spanish II, Page 8 of 18
Spanish II – SY 2015-2016
SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to shopping for
clothing, gifts, and accessories in the preterite
tense.
• Discuss and/or debate a variety of stores.
• Express opinions and react to
store advertisements
clothing materials
gifts and accessories
pricing.
CULTURES:
• Discuss the importance of
specialty shops in Spanishspeaking countries.
COMPARISONS:
• Compare and contrast
specialty shops.
Describe Events in the Past
INTERPRETIVE MODE:
• Demonstrate comprehension of content from
authentic audio visual texts relating to shopping,
clothes, gifts, and accessories in the preterite
tense.
• Evaluate and interpret authentic store
advertisements.
PRESENTATIONAL MODE:
• Produce an oral or written report on traditional
gifts of Spanish-speaking countries.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to going to the mall.
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
• Cross Curricular- Reinforce
mathematics skills (Currency
Exchange).
• Reinforce knowledge of
geography.
CONNECTIONS:
• Make connections between
historical contexts and current
attitudes towards fashion and
shopping.
• Make connections between
clothing prices in Spanishspeaking countries and the U.S.
• Compare and contrast
traditional currencies from
Spanish speaking countries to
the U.S.
COMMUNITIES:
• Explore local stores that sell
products from Spanish-speaking
countries in your own
community.
• Identify local Spanish speaking
communities and cultural
events.
Talk about:
Shopping and clothing
Gifts and accessories
Type of stores
Prices
Events in the past tense
Vocabulary: (List on Loudoun Vision)
Shopping
Gift and accessories
Places to shop
Prices/Numbers
Grammar:
Preterite tense for regular verbs,
and –car/-gar/-zar endings
Direct object pronouns
Demonstrative adjectives
Using adjectives as nouns
Understand cultural perspectives on
gift-giving and shopping in Spanishspeaking countries.
General Review: location and position words (a la derecha de, a la izquierda de, al lado de, cerca de, delante de, detrás de, lejos de);
hace + time expressions
New Grammar: Regular preterite tense, including “-car”, “-gar”, and “-zar” verbs; direct object pronouns; demonstrative adjectives;
and using adjectives as nouns.
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish II, Page 9 of 18
Spanish II – SY 2015-2016
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the appropriate CPA rubrics
for speaking and writing.
Suggested Interpretive Task
Create a chart to compare and contrast places
in which you buy gifts (internet, department
stores, electronic stores, specialty stores).
Listen to an advertisement on the radio for a
clothing store that is going out of business,
and answer true and false questions about
what you hear.
Suggested Interpersonal Task
Perform a skit as a sales clerk and a
customer.
Describe back to school shopping
experiences.
Create an open-air market for different
countries and have students “shop”
and talk about preferences and pricing.
Quarter 3
Unit 5A: Chores, Errand,s & Places in the City
AP THEME: Family and Communities, Contemporary Life, Personal and Public Identities
AP SUBTHEME: Customs and Ceremonies, Travel, Beliefs, and Values
Suggested Interpersonal Task
Create a TV or radio ad for a store.
Create a poster to illustrate and
describe things you bought for your
boyfriend or girlfriend.
Write an email to a friend describing
what you bought at the mall.
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of
students in the class so long as they are being given opportunities to
meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and
paragraphs.
SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United
States.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to: Experiencias en la
ciudad.
• Talk about: Errands you did and where you did
them, Community stores and services.
• Explain: Why you weren’t able to do certain
errands or household chores.
• Discuss: Things you have bought and where you
• Shopping in open-air
markets.
COMPARISONS:
• Compare and contrast: the
different places in your
community and those of Spanish
speaking countries, such as
plazas.
 Compare and Contrast
pharmacies in Spanish
Talk about: running errands in the
community, where you went, what
you bought, and explain why you
couldn’t do a certain errand or chore
Vocabulary: (List on Loudoun Vision)
places around town
errands and chores
Grammar:
Spanish II, Page 10 of 18
Spanish II – SY 2015-2016
bought them.
Speaking Countries vs US.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
reading, watching and listening material relating to:
errands in the community and household chores.
Direct object pronouns
Irregular preterite forms of ir, ser,
hacer, tener, estar, poder, dar, ver
PRESENTATIONAL MODE:
• Produce an oral or written report on:
A letter telling someone what chores they should do
Interesting places in the city and what to do there.
RECYCLED/ONGOING
TOPICS/STRUCTURES
General review: household chores, and telling time.
New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder, dar, ver
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Suggested Interpretive Task
Suggested Interpersonal
Suggested Presentational Task
Task
NOTE: Teachers should develop
Listen and understand as people tell where they
Create a booklet describing the rooms
these suggested ideas using the
went, what they did, and give excuses.
Transform the classroom into in your house and what chores are
appropriate performance task
a community with locations
done there.
format and CPA* writing/speaking
to go and do the errands.
Create a booklet describing the places
assessment rubrics.
Have students be
around your town and what errands
clerks/doctors and others be you do there.
*Communicative Performance
the client.
Assessments
Quarter 3
Unit 5B: Experiencias, Traveling, Vacations, Modes of Transportation, and
Nationalities
AP THEME: Personal and Public Identities, Contemporary Life
AP SUBTHEME: Nationalism and Patriotism, Travel
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the
objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
Spanish II, Page 11 of 18
Spanish II – SY 2015-2016
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect
Spanish cultures.
SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural
aspects are interrelated.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to: Experiencias durante
un viaje de vacaciones.
• Talk about:
acitivities done on vacation
local attractions visited
modes of transportation used
how the trip was
the local people

COMPARISONS:
• Talk about services
available to Spanishspeakers at local tourist
attractions.
Talk about :
travel
vacations
past events
Vocabulary: (List on Loudoun Vision)
vacation places
activities
modes of transportation
nationalities
Grammar:
Personal ‘a’
Regular and irregular preterite for
the verbs aprender, salir, ver, and ir

Compare and contrast
tourist destinations in
various Spanish
Speaking countries.
Compare modes of
transportation.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
reading, watching and listening material relating to:
what someone did and where he went during his
vacation.
PRESENTATIONAL MODE:
• Produce an oral or written report on:
your best trip or vacation.
RECYCLED/ONGOING
General Review: Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser”
TOPICS/STRUCTURES
New grammar: The personal ‘a’, the irregular preterite of the verb ver
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish II, Page 12 of 18
Spanish II – SY 2015-2016
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
NOTE: Teachers should develop these Listen and understand as people tell
suggested ideas using the appropriate where they went, and what they did
performance task format and CPA*
during their vacation.
writing/speaking assessment rubrics.
Read and analyze
*Communicative Performance
train/bus/plane/cruise itineraries.
Assessments
Suggested Interpersonal Task
Suggested Presentational Task
Write a letter/post card about a
vacation you took.
Create a travel plan, including what
you need to get ready and an itinerary,
and talk about how your travel
actually went.
Write a letter/post card about your
dream vacation.
Create a scrapbook/collage about a
trip.
Create a commercial for a vacation
destination.
Post in “social media” about your
vacation.
Quarter 3
Unit 6: Tú y Tu Comunidad
AP THEME: Families and Communities, Global Challenges
AP SUBTHEME: Citizenship, Environmental Issues
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the
objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.1 The student will exchange spoken and written information and ideas in Spanish.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and
paragraphs.
SII.11 The student will apply Spanish language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational,
and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive -Presentational
CULTURES/
CONNECTIONS
INTERPERSONAL MODE:
• Maintain a discussion related to: Giving directions

COMPARISONS/
COMMUNITIES
Discuss methods of
 Compare and
transportations.
contrast Driving
Spanish II, Page 13 of 18
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Talk about:
getting around
Spanish II – SY 2015-2016
to get around town.
• Talk about:
getting to places around town
good driving habits
modes of transportation.
• Give commands to other people.


INTERPRETIVE MODE:
• Demonstrates comprehension of content from
reading, watching and listening material relating to:
driving directions and advice.
PRESENTATIONAL MODE:
• Produce an oral or written report on:
how to get from a starting point to a point of interest.
habits in Spanish
speaking countries
vs US.
Compare and
contrast schools in
Spanish speaking
countries vs Us.
Compare and
contrast health
care in Spanish
speaking countries
vs US.
giving directions
points of interest
good driving habits
Vocabulary: (List on Loudoun Vision)
asking for and giving directions
driving advice
about driving
Grammar:
Direct object pronouns
Regular and Irregular affirmative tú commands
Present Progressive – irregular forms
RECYCLED/ONGOING
TOPICS/STRUCTURES
General Review: Continued use of the present and preterite tenses, and local modes of transportation
New grammar: Direct object pronouns; regular and irregular affirmative tú commands; present progressive – irregular forms
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
NOTE: Teachers should develop these
suggested ideas using the appropriate
performance task format and CPA*
writing/speaking assessment rubrics.
*Communicative Performance
Assessments
Read and listen to advice for
establishing good driving habits
Read and listen to driving directions.
Create a city map with labels
Create road signs
Write about things that might
happen as you drive that would make
you nervous.
Create a city map with points of
interests and labels, then have the
class follow your directions to the
different points of interest.
Quarter 4
Unit 7A: Celebrando el Pasado, Childhood Activities
AP THEME: Families and Communities
AP SUBTHEME: Childhood and Adolescence, Friendship and Love
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to meet the
objectives of the theme.
Spanish II, Page 14 of 18
Spanish II – SY 2015-2016
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect
Spanish cultures.
SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the
United States.
COMMUNICATION
-Interpersonal -Interpretive Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to: childhood
toys, pets and activities, and to or for whom
something is done.
• Talk about:
Activities that you used to do as a child
Pets, toys and games
• Describe what you were like as a child.
CULTURES/ CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)

• Compare and contrast
nursery rhymes and songs in
Spanish-speaking
Countries to those in the US.
Talk about:
Read Children’s
stories/fables from
Spanish speaking
countries.
toys
playing with other children
what you used to do
what you were like
Vocabulary: (List on Loudoun Vision)
Toys
Animals
Childhood activities and places
Behaviors and characteristics
INTERPRETIVE MODE:
• Demonstrates comprehension of content
from reading, watching and listening material
relating to: childhood, pets, toys, and games.
Grammar:
The imperfect tense of regular verbs: jugar,
PRESENTATIONAL MODE:
hacer,
vivir
• Produce an oral or written report on:
The imperfect tense of irregular verbs ir, ver,
What you were like as a child and what you
and ser.
used to do.
RECYCLED/ONGOING
New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular
TOPICS/STRUCTURES
verbs ir, ser, ver
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Suggested Interpersonal Task
NOTE: Teachers should develop these
Spanish II, Page 15 of 18
Suggested Presentational Task
Spanish II – SY 2015-2016
suggested ideas using the appropriate
performance task format and CPA*
writing/speaking assessment rubrics.
*Communicative Performance
Assessments
Interpret other students’ pictures of
their childhood.
Create a fable for other students to
read.
Write captions to a story using the
perfect and imperfect preterite.
Quarter 4
Unit 7B: Celebrando el Pasado, Family, Food, and Holiday Celebrations
AP THEME: Families and Communities, Personal and Public Identities, Global
Challenges
AP SUBTHEME: Family Structures, Beliefs and Values, Nutrition and Food Safety
Virginia State Foreign Language Standards of Learning for Level II:
Write a simple storybook (fictional or
personal) to share.
Create a home video or slideshow.
Recommended pacing: 4 weeks
Teachers need to appropriate the number of lessons to the caliber of
students in the class so long as they are being given opportunities to
meet the objectives of the theme.
SII.1
SII.2
SII.3
SII.5
The student will exchange spoken and written information and ideas in Spanish.
The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.
The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and
paragraphs.
SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect
Spanish cultures.
SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these
cultural aspects are interrelated.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive -Presentational
CONNECTIONS
COMMUNITIES
(Facts & Skills)
INTERPERSONAL MODE:
• Compare and
Talk about:
 Discuss
• Maintain a discussion related to family members, relatives, and holiday
contrast types of
Family and relatives
traditional
celebrations in the past
foods eaten at
Describe people and situations in
holidays in
• Talk about:
social gatherings.
the past
Spanish
Family and relatives
How people interact
speaking
 Compare and
How people interact
Holiday celebrations
countries.
contrast
Spanish II, Page 16 of 18
Spanish II – SY 2015-2016
Social/holiday gatherings
celebrations in
Vocabulary: (List on Loudoun
Foods served at certain events
Spanish
Vision)
INTERPRETIVE MODE:
speaking
Family members
• Demonstrates comprehension of content from reading, watching and
countries vs US.
Holiday celebrations
listening material relating to descriptions
Grammar:
about a person from the past, holiday celebrations and family.
The imperfect tense: describing a
PRESENTATIONAL MODE:
situation in the past
• Produce an oral or written report on or about:
Using reflexives
Holiday celebrations
Social gatherings
Family/friends interactions
Foods served at certain events
RECYCLED/ONGOING
New Grammar: Imperfect tense, reflexives, “-ito” and “-isimo”, adjective/noun agreement (review). Present and preterite tense
TOPICS/STRUCTURES
(review)
RESOURCES/ ACTIVITIES
Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
NOTE: Teachers should develop
these suggested ideas using the
appropriate performance task format
and CPA* writing/speaking
assessment rubrics.
Dramatizations
WebQuest about a Hispanic holiday,
present and do a mock celebration.
Select a Hispanic celebration and
present to the class.
Celebrate as a class a special Hispanic
holiday.
Create a scrapbook/family photo
album and illustrate pictures of family
members celebrating a special
holiday.
*Communicative Performance
Assessments
Spanish II, Page 17 of 18
Spanish II – SY 2015-2016
Spanish II, Page 18 of 18