Spanish II Unit 3
STUDENT EVIDENCE
LEARNING GOALS
4
Meta cognition:
Application of the Standard
In addition to level 3, student will be
able to:
- Use an enrichment activity outside the class
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I know all this information and more
I can teach this information to others
I can maintain a conversation in Spanish
with another speaker
room
- Find a solution for any application
- Do peer teaching
3
Evaluation Criteria
Unit 3
Andes centrales
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Standards for Learning
Spanish
Communication
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1.1. Interpersonal mode
• Discuss the challenge for each pair in the Andean
Region.
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• Discuss what students know about the Andean
Region.
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• Speculate on which team will win the challenge.
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• Interview a classmate.
• Play a guessing game.
• Survey the class on a question.
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1.2. Interpretive mode
• Take notes from an oral text.
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• Read a cultural text.
• Research cultural topics.
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• Read about the inhabitants of the Andes on
the Internet.
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1.3. Presentational mode
• Write a description of an original costume.
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• Summarize information in a written text.
Use an expression that asks about a fact
Use expressions that put actions in order.
Use an expression to wish someone luck.
Describe various articles of clothing and accessories.
Describe the pattern, fit, and color of clothing and
accessories.
Talk about shopping experiences.
Recognize and use regular -ar verbs in the preterite
tense.
Recognize and use regular -er and -ir verbs in the
preterite tense.
Recognize and use irregular verbs ser, ir, decir, tener,
estar, and hacer in the preterite tense.
Recognize and use stem-changing -ir verbs in the
preterite.
Express understanding of selected Andean region
customs, geography, and historical facts.
Express understanding of the role of textiles in the
Andean region.
Make inferences in a text.
Develop and illustrate a spread in a fashion magazine.
Express understanding of selected Andean region
customs, geography, and historical facts.
Express understanding of the role of textiles in the
Andean region.
Make inferences in a text.
Develop and illustrate a spread in a fashion magazine.
• Write a summary of a pair’s challenge.
• Write captions for photographs.
Meta cognition:
• Write a page of a diary.
• Write the ending to a story.
• Write a conversation.
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• Develop interview questions.
CULTURE
2.1. Practices and perspectives
• Discuss prior knowledge of the Andean Region.
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I know all this information
I am confident and understand this information
I can discuss and apply information with accuracy
I can move to level 4
Spanish II Unit 3
• Discuss the impact of global warming on the
Andes.
• Read about the role of the mercadillos.
• Read about the carnaval de Oruro.
• Read about the Plazas de Armas.
2.2. Products and perspectives
• Read about the fleece-producing animals of the
Andean Region.
• Research Andean fashion.
• Read about colonial era churches.
• Discover and understand the importance of
geography of the Andes region for its inhabitants.
CONNECTIONS
3.1. Interdisciplinary connections
• Acquire knowledge of Andean geography.
• Research altitude sickness.
• Research colonial buildings in the area.
• Read about two camel-like animals from the Andes.
• Discuss verb endings in English and in Spanish.
• Make inferences about certain words in a text.
3.2. Viewpoints through language / culture
• Read a picture story in Spanish.
• Read a cultural text in Spanish.
• Read about Andean culture on the Internet.
• Read an informational text.
• Read a recipe. COMPARISONS
4.1. Compare languages
• Compare the irregular verbs in English and in
Spanish.
4.2. Compare cultures
• Compare festivals like a carnival in the Andean
region and in other countries.
• Compare clothing items in the Andean region and in
other countries.
• Discuss clothing choices due to the climate.
• Compare mineral zones and resources in Bolivia and
in the United States.
• Compare the preservation of the colonial past.
• Compare traditional markets from the Hispanic
world with flea markets and outlet shops in the United
States.
• Compare landlocked states and countries.
COMMUNITIES
5.1. Spanish within and beyond the school setting
• Discuss the impact of global warming.
• Discuss the vestiges of colonialism in the student’s
community.
• Discuss celebrations in the student’s
community where costumes are featured.
5.2. Spanish for lifelong learning
• Play a guessing game.
2
Spanish II Unit 3
• Design a magazine story on Andean fashion.
• Research traditional costumes from the Andes
and prepare a visual presentation.
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Vocabulary. El vestido
Unit 3
Andes centrales
Targets
• To talk about past actions.
• To describe clothes.
• To talk about places in the community.
• To talk about past shopping experiences.
• To use expressions that ask about and express
knowledge of a fact, expressions that express the
order of actions, and expressions to wish somebody
luck.
• To list articles of clothing and accessories.
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Clothing and accessories.
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Fabric and fit.
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Colors and patterns.
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Stores and businesses.
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Shopping.
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Expressions used to ask about and to express
knowledge of a fact.
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Expressions used to express of actions. the orde
Grammar
• To list stores and businesses.
• To explore cultural aspects of the Andean region.
• To acquire facts about the geography and history of
the countries in the Andean region.
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Regular -ar verbs in the preterite tense.
Regular -er and -ir verbs in the preterite tense.
Irregular verbs ser, ir, decir, tener, estar, and hacer in
the preterite tense.
Irregular stem-changing -ir verbs in the preterite
tense.
Use indirect objects and indirect object pronouns.
Culture. Andes centrales (Ecuador, Perú,
Bolivia)
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La Avenida de los volcanes.
Traditional clothing and textiles from the Andes
Huancavelica.
Los camélidos andinos.
El carnaval de Oruro.
El aguayo, un textil tradicional.
El mal de altura.
Potosí.
Los mercadillos.
Vale un potosí.
The Andean region.
Teotihuacán.
Meta cognition:
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3
I know most of the information taught
I can discuss the information, with minor errors.
I need to use my notes to review concepts
I am confident with the information provided so I
could do well
I understand the grammar on p. 180
I can move to level 3
Spanish II Unit 3
1
Meta cognition:
With help,
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I have a partial understanding of some
of the simpler details and processes at
level 2.
I know the basic
terminology/vocabulary
See page 178
4
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I am beginning to understand the information taught
I need help grasping the concept /skill
I can move to level 2