January (4A, 4B)
Vocabulary Places & leisure activities
MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
February (5A, 5B)
March (6A, 6B)
April (7A)
Verbal
Talk about places and leisure
activities
Talk about frequency of
activities
Talk about where someone is
from
People
Turning years
Possessive adjectives
Family relations
Restaurants
Table settings
Expressions for feelings and
needs
Possessive adjectives (my, your,
his/her, our, their)
Verb conjugation:
Present tense of verb “tener”
Present tense of verb “venir”
Present tense of verb “ser”
Present tense of verb “estar”
Plurality of nouns and articles
Adjectives of people and things
Present tense of verb “tener”
Discuss celebrations
Describe activities
Describe people and things
Talk about personal states (tener
calor, frio, sueño)
Common
Assessment
Vocabulary recognition
formative assessments
Theme Project / Performance
Based Summative Assessment
Chapter test
Vocabulary recognition
formative assessments
Theme Project / Performance
Based Summative Assessment
Chapter test
Standards
MLII.IP1A Express needs and
preferences
MLII.IP1B Express feelings and
emotions
MLII.IP1G Ask questions and
provide responses about plans
and events
MLII.IP2A Initiate, participate
in, and close an oral or written
exchange
MLII.P1A Relate main ideas
and essential details from levelappropriate print or non-print
material
MLII.INT1A Identify main
ideas and essential details when
reading and listening
MLII.CU1B Identify patterns of
behavior typically associated
with cultures, such as leisure
MLII.IP1D Give descriptions
MLI.IP2C Demonstrate NoviceMid proficiency in oral and
written exchanges with respect
to proper pronunciation,
intonation, and writing
mechanics
MLII.P1B Give brief, organized
oral presentations, using visual
and technological support as
appropriate
MLII.P1C Write short,
organized oral presentations,
using visual and technological
support as appropriate
MLII.P1D Demonstrate NoviceMid to Novice-High proficiency
in oral and written presentation
with respect to proper
pronunciation, intonation, and
Grammar
Frequency of activities
The verb IR
Para + infinitive verbs
Where someone is from
Sports terms such as partido
(game or match), fútbol (soccer),
etc
The verb Ir
Para + infinitive verbs
Ir + a + infinitive (going to do
something)
Tener que + infinitive
Present tense verbs such as jugar
(to play), ganar (to win), perder
(to lose),
REV. 6/10
May (7B)
Bedroom Items
Electronic equipment
Colors
Adjectives to describe things
Rooms in a house
Household chores
Places to live
Clothes
Shopping
Numbers (200-1000)
Pricing words
Places to shop
Gift items
Accessories
Buying and selling
Making comparisons
The superlative
Stem changing verbs:
Present tense of verb “poder”
Present tense of verb “dormir”
Affirmative ‘tú’ commands
The present progressive tense
Adjective agreement
Stem changing verbs:
Present tense of verb “pensar”
Present tense of verb “querer”
Present tense of verb “preferir”
Demonstrative adjectives
Verb conjugation
The preterite of –AR verbs
The preterite of verbs ending in CAR & -GAR
Direct object pronouns
Prepositions of location
Talk about your bedroom
Describe bedroom items &
electronic equipment
Make comparisons
Tell where you live
Name household chores
Identify rooms in a house
Vocabulary recognition
formative assessments
Theme Project / Performance
Based Summative Assessment
(Handout 1)
Chapter test
MLII.INT1B Interpret
culturally authentic materials
and information
MLII.CU1C Examine the
influence of the geography of the
countries studied on cultural
elements such as food clothing,
dwellings, transportation,
language, and art
MLII.CCC5A Illustrate how the
target language and the culture
studied is evident in and through
media, entertainment, and
technology
MLII.IP2D Demonstrate
Novice-Mid to Novice-High
proficiency in oral and written
exchanges with respect to proper
pronunciation, intonation, and
writing mechanics
Talk about clothes shopping and
prices
Describe one’s plans
Talk about what you want and
prefer
Point out specific items
Talking about the past
Talk about buying gifts
Tell what happened in the past
Use direct object pronouns
Vocabulary recognition
formative assessments
Theme Project / Performance
Based Summative Assessment
Chapter test
Vocabulary recognition
formative assessments
Theme Project / Performance
Based Summative Assessment
(Handout 2, 3)
Chapter test
MLII.CCC2C Compare and
contrast the geography of the
countries of the target language
and the students’ own country
and discuss its impact on culture
MLII.CCC4A Give information
regarding major current event of
the target culture(s)
MLII.CCC4B Understand the
impact of major current events
on the target culture(s)
MLII.INT2A Differentiate
among increasingly complex
statements, questions, and
exclamations
MLII.INT2B Interpret basic
gestures, body language, and
intonations that clarify a
message
MLII.INT1D Demonstrate
Novice-Mid to Novice-High
proficiency in listening and
reading comprehension
MLII.INT1C Comprehend and
follow oral and written
instructions
MLII.INT1D Demonstrate
Novice-mid to Novice-high
proficiency in listening and
reading comprehension
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
activities.
MLI.CU1C Describe customs
and traditions of the cultures
such as greetings, celebrations
and courtesies
MLII.IP1F Ask questions and
provide responses based on
topics such as self, others, and
the immediate environment
MLII.CCC3A. Compare
vocabulary usage and structural
patterns of the target language
with English
MLII.P2B Demonstrate
comprehension of material
MLII.IP1C Request help and
clarification
MLII.IP1E Give and follow
directions and instructions
MLII.IP2B Use simple
paraphrasing to convey and
comprehend messages
MLII.INT1C Comprehend and
follow oral and written
instructions
writing mechanics
MLII.CCC5B Locate and use
resources in the target language
accessible through the
community or the Internet to
reinforce basic cultural
knowledge
MLII.CCC2A Compare and
contrast traditions such as
holidays, foods, and celebrations
MLII.CCC3B Use levelappropriate idiomatic expression
in the target language
MLII.P2A Demonstrate NoviceMid to Novice-High proficiency
in pronunciation and intonation
when presenting material
MLII.CU1A Participate in real
or simulated cultural events such
as family activities and family
celebrations
MLII.IP2C Use gestures and
body language to convey and
comprehend messages
REV. 6/10
MLI.P1C Demonstrate NoviceMid proficiency in oral and
written presentation with respect
to proper pronunciation,
intonation, and written
mechanics
*
2
MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
REV. 6/10
HANDOUT 1
Summative Performance Based Assessment 2
Where Should We Live?
Elements:
MLI.CCC5A, MLI.P1C, MLI.INT1D, MLI.P1B (Level 1)
MLII.CCC5A, MLII.IP2D (Level 2)
Your family is planning to spend a month in Madrid. You have asked Vicente, a family friend living there, to send you some ads for home
rentals in the local newspapers so that you can choose a good, convenient place to rent for your stay. Here are some requirements that your
family has:
 You need 3 or 4 bedrooms
 A garage is preferred for the rental car
 Air conditioning is a must
 Your mother wants to be on a high floor so that she can have a good view of the city
 It would be nice if the building had a porter
Looking at the ads Vicente has sent, which of the following houses will suit your family best?
Once you have made your decision, send an email to Vicente explaining to him which rental you have chosen and why. He had also offered
to go take a digital photo of the property and send it back to you and your family.
Selección 1
Apartamento en alquiler en Madrid. Alquiler de apartamento en Madrid (Avda. de Alberto Alcocer nº 46). 1 dormitorio (60 m2),
cocina independiente completamente equipada, aire acondicionado, recién reformado. Piscina, pista de tenis y plaza de garaje
opcional. Precio: 900 euros. Telf.: 627 537 196 - 91 602 97 11 E-mail: mburriel.blou@telefonica.net
Selección 2
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
REV. 6/10
HANDOUT 1a
Selección 3
Scoring Rubric
3 Exceeds Expectations
Contains 4 or more sentences.
Contains all of the required information.
May make errors in grammar; spelling and punctuation that do not interfere with communication.
2 Meets Expectations
Contains 3 sentences.
Contains all of the required information.
May make errors in grammar, spelling and punctuation, but they rarely interfere with communication.
1 Approaches Expectations
Contains 2 sentences.
Contains most of the required information.
Makes errors in grammar; spelling and punctuation that interfere with communication.
U Does Not Meet Expectations
Did not attempt activity.
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
REV. 6/10
HANDOUT 2
Summative Performance Based Assessment 1
Elements:
ML1.IP1E, ML1.IP1F, ML1.INT2B, ML1.CU1C
MLII.CCC3A, MLII.CCC3B
Dress me!
Students are given a picture of an undressed mannequin, a text in the target language with 10 key words/phrases omitted, and a box of 8
crayons. The teacher will read the description two times. Pauses should be included in order to give the students an opportunity to assimilate
the information and fill in the blanks with the word or phrase needed to complete the text. Then by using the completed text as a guide,
students will use the crayons to “dress” and color the mannequin based on the description given in the text.
SPANISH EXAMPLE OF THE TEACHER AUDIO TEXT:
¡Hola clase! Me llamo Marcela y soy una estudiante de un colegio en Segovia, España. Tengo 16 años y me considero una chica que está de
moda todos los días. Hoy llevo una mini-falda floreada con muchos colores. Es de algodón y tiene flores azules, anaranjadas, verdes y
amarillas. Con esta falda floreada, llevo una blusa azul sin mangas. La blusa tiene 4 botones anaranjados. Llevo sandalias azules de tacón
alto. Me gustan mucho las joyas y por eso, las llevo mucho. Hoy, llevo un collar pequeño de plata con un diamante en el centro. Los
pendientes grandes son de plata también, pero tienen círculos de turquesa. Llevo 2 anillos grandes de plata. No estoy nunca sin el reloj que
llevo en la muñeca izquierda.
¿Qué piensas tú? ¿Estoy de moda hoy?
SPANISH EXAMPLE FOR THE STUDENT TEXT:
¡Hola clase! Me llamo Marcela y soy una estudiante de un colegio en Segovia, España. Tengo 16 años y me considero una chica que está de
moda todos los días. Hoy ________una mini-falda floreada con muchos colores. Es de algodón y tiene flores azules, ________________,
verdes y _______________. Con esta ___________floreada, llevo una __________ azul sin mangas. La blusa tiene 4 botones anaranjados
Llevo ___________ azules de tacón alto. Me gustan mucho las joyas y por eso, las llevo mucho. Hoy, llevo un ___________ pequeño de
plata con un diamante en el centro. Los pendientes grandes son de plata también, pero tienen círculos de turquesa. Llevo 2
_____________grandes de plata. No estoy nunca sin el _________ que llevo en la muñeca izquierda. ¿Qué piensas tú?
¿____________________ hoy?
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
REV. 6/10
HANDOUT 2a
Scoring Rubric
3 Exceeds Expectations
Fills in all blanks with the correct words/phrases.
Spelling does not hinder comprehension.
Correctly draws clothing and uses colors with no more than 1 error.
2 Meets Expectations
Fills in 8 or more blanks with correct words/phrases.
Spelling does not hinder comprehension.
Draws and/or colors with fewer than 3 errors.
1 Approaches Expectations
Fills in 6 or more blanks with correct words/ phrases.
Spelling hinders comprehension.
Draws and/or colors with 4 – 6 errors.
U Does Not Meet Expectations
Fills in less than ½ the blanks with correct words/phrases.
Spelling is incomprehensible.
Draws and/or colors with more than 6 errors.
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MODERN FOREIGN LANGUAGES – PACING GUIDE FOR SPANISH LEVEL 2
REV. 6/10
HANDOUT 3
Summative Performance Based Assessment 3
Elements:
ML1.IP1E, ML1.4B, ML1.CU1A, ML1.CU1C, ML1.CCC2A
MLIIP1C, MLII.INT1C, MLII.INT1D
The Market
You are visiting your pen pal, Marisela, in Madrid, Spain for two weeks during your summer vacation. She takes you to EL RASTRO, the
open-air market in downtown Madrid, on the first Sunday morning after your arrival. You find some shoes and pants that you want to
purchase. Bargain with the vendor (your teacher) for the two items. Use no fewer than five conversational exchanges with the vendor. You
may use a 3x5 note card with words/phrases in English to help prompt your responses.
Sample in Spanish:
Ud
-Me gustan estos zapatos. ¿Cuánto cuestan?
Vendedor-
-65 euros.
Ud.-
-No tengo 65 euros. Tengo 50. ¿Está bien?
Vendedor-
-No. Necesito 60 euros. ¡Y es una ganga!
Ud.-
-Puedo darle 55 euros. ¿Bien?
Vendedor-
-Está bien. 55 euros.
Ud.-
-Me gustan estos pantalones también. ¿Cuánto
cuestan?
Vendedor-
-Son 75 euros.
Ud.-
-Tengo solo 50 euros.
Vendedor-
-Necesito 65 euros.
Ud.-
-Puedo darle 60.
Vendedor-
-Bien, ¡pero es un regalo!
Scoring Rubric:
3 Exceeds Expectations
Bargaining is successful. Vendor reduces price after negotiation.
Pronunciation is free of major errors and is easily comprehensibility.
Errors in grammar may occur but do not impede comprehensibility.
2 Meets Expectations
Bargaining is completed, however, some prompting is needed.
Pronunciation errors occur but do not impede comprehensibility.
Some grammatical errors may occur but do not impede
comprehensibility.
1 Approaches Expectations
Frequent prompting must be given to complete the bargaining.
Pronunciation impedes comprehensibility.
Grammatical errors impede comprehensibility.
U Does Not Meet Expectations
No bargaining occurs. Only asks for and accepts first price.
Pronunciation greatly impedes comprehensibility
Grammatical structure greatly impedes comprehensibility; several
patterns of error
.
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