C OURSE D ESCRIPTION
Spanish II provides continued opportunities for students to increase their experience of the various aspects of the
Hispanic culture and enables them to develop a greater understanding of the people who speak Spanish.
Students are able to increase their vocabulary and grammar to effectively communicate in a broadening number of situations.
C OURSE O BJECTIVES
By the end of Spanish II a student will be able to use the Spanish language to:
•
Talk about people and things in an airport
•
Use direct object pronouns to talk to classmates about vacation activities
•
Use indirect object pronouns
•
Talk about a real or imaginary trip
•
Use questions words to obtain information
•
Form the preterit of regular –ar, -er, and –ir verbs
•
Talk about past activities in and out of school
•
Form the preterit of irregular verbs ir, ser, hacer, ver, and dar
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Bargain with a vendor in a market
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Talk about how people play sports
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Use preterit verbs to talk about activities engaged in last week
•
Recognize and use demonstrative pronouns and adjectives
•
Give health advice
• Talk about people’s plans
•
Recognize reflexive verbs with their pronouns and use them to talk about daily routines
•
Recognize and use the present progressive form of verbs
• Talk with others about one’s surroundings, routines, and plans
•
Use expressions about shopping plans and preferences to talk about opinions
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Make recommendations about clothing
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Know and use the pronouns that follow prepositions
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Talk about fashion trends and shopping in the community
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Discuss ongoing events or situations and how long people have owned certain items
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Know and use verbs with irregular preterit stems
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Know and use the preterit of –ir stem-changing verbs
•
Communicate as a buyer or seller in a real or online marketplace
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Create descriptive works from verbs to tell a story
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Know how to form the imperfect tense
•
Know the differences between preterit and imperfect tenses
•
Recall Mexican legends and create one’s own legend or story from the past
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Discuss objects you would find in an ancient site
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Form the preterit of –car, -gar, and –zar verbs
•
Discuss past activities using verbs with preterit spelling changes
•
Appreciate pre-Columbian Indian cultures in Hispanic America
•
Add emphasis using -isimo
•
Use Ud./Uds . commands to complete a recipe or give advice
•
Talk about preparing and tasting food and write an original recipe
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Tell someone how to set a table
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Use affirmative and negative words to talk about local restaurants
•
Know how to place two object pronouns in a sentence

•
Have a conversation with a waiter, and recommend restaurants
•
Discuss films and make suggestions to friends about how to make a movie
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Form affirmative and negative tú commands
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Make an invitation by phone to a friend
•
Form the present subjunctive of regular and irregular verbs
• Express hopes about a friend’s movie, school, or vacation
•
Convince someone to accept and invitation to an event
E SSENTIAL Q UESTIONS

Why study a foreign language?
 How has the foreign culture influenced American society and vice versa?
 What are the similarities and differences between Spanish language vocabulary and English vocabulary?
 What are the similarities and differences between Spanish language grammar and English grammar?
I NDIANA S TATE S TANDARDS
DESIRED RESULTS Level II
Students will be able to:
Standard 1
COMMUNICATION: Write and speak in a language other than English
Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)
1.1 Use multiple greetings and farewells in various situations.
1.2 Accurately state basic information about self and others.
Examples: Name, personality characteristics
1.3 Accurately express a variety of simple feelings and preferences of self and others.
Examples: Likes and dislikes
1.4 Exchange familiar information and opinions in brief conversations.
1.5 Exchange familiar information and opinions in written form.
1.6 Make requests and ask different types of questions.
1.7 Recognize and use situation-appropriate non-verbal communication.
1.8 Use speaking and listening strategies to facilitate communication.
Examples: Identifying key words, synonyms and antonyms
Standard 2
COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
2.1 Respond accurately to classroom requests, commands, and directions.
2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through
developmentally appropriate tasks.
Example: Respond to simple comprehension questions in the target language
2.3 Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.
Standard 3
COMMUNICATION: Present information in a language other than English
Learners present to an audience of listeners or readers on a variety of topics. (Presentational)
3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.
3.2 Present prepared material on a variety of topics.
Examples: Dialogues, skits, plays, etc.
3.3 Read passages aloud to demonstrate improving intonation and pronunciation.
3.4 Compose simple cohesive written information using appropriate formats with teacher guidance.
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Examples: Poetry, messages, descriptions, simple narratives, cartoons, etc.
3.5 Describe objects, self, and others in written and spoken language with greater detail.
Standard 4
CULTURES: Develop awareness of other cultures
Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.
4.1 Investigate and report on basic family and social practices of the target cultures.
Examples: Family structure, giving and receiving, cultural trends, etc.
4.2 Describe products, perspectives, and symbols of the target cultures in simple terms.
4.3 Describe factors that influence practices, products, and perspectives.
Examples: History, technology, etc.
4.4 Describe contributions from other cultures.
4.5 Identify elements that shape cultural identity in the target cultures.
Standard 5
CONNECTIONS: Make connections to other content areas
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
5.1 Investigate and report on objects and concepts from other content areas.
5.2 Integrate content area concepts and skills through relevant activities.
Standard 6
CONNECTIONS: Access and connect information through various media
Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.
6.1 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness.
Examples: Electronic dictionaries, language websites, TV programs, etc.
6.2 Use digital media and culturally authentic resources to study target cultures.
Examples: Video clips, advertisements, etc.
Standard 7
COMPARISONS: Investigate the nature of language and culture
Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.
7.1 Recognize and use cognates, words shared between English and the target language, and word families to
expand vocabulary and guess meaning.
7.2 Recognize and use simple language structures.
Examples: Agreement of adjectives and nouns, and agreement of verbs and nouns
7.3 Compare and use idiomatic and colloquial expressions in the target language.
7.4 Compare and use authentic simple forms of address in a variety of social situations.
7.5 Compare the social patterns of other cultures and the learner’s own culture.
Examples: Compare school settings, role-play meeting new people, discuss dating, etc.
7.6 Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture.
Standard 8
COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.
8.1 Share experiences from the world language classroom with others.
Examples: Use the target language to teach basic vocabulary to friends and family, make simple
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presentations to family or friends using the target language
8.2 Recognize and show the influences of the target language and/or cultures on the community.
Example: Architecture, special events, stores and shops, careers using the target language, etc.
8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for
personal enrichment.
Examples: Watch movies in the target language, listen to songs in the target language, join a club,
establish e-pal or pen pal connections with native speakers, travel abroad
8.4 Research and present about a local and/or global need that is identified as authentic by the cultures of the
target language.
KEY TERMS AND CONCEPTS

Similarity and differences between American and Hispanic cultures

Communality of root meanings of words in different languages

Direct and indirect object pronouns and their placement in the sentence

Comparatives and superlatives

Usted / ustedes commands and pronoun placement with commands

The present progressive tense

Reflexive verbs

Demonstrative adjectives and pronouns

Preterit tense of irregular and reflexive verbs

Pronouns after prepositions

Comparison of preterit and imperfect tenses

Negative and affirmative commands
 Present subjunctive with ojalá, and impersonal expressions
APPLICATIONS OF TECHNOLOGY
The following technology is incorporated in classroom instruction: overhead transparency projections,
Power Point, audio and video recorders and players, course provided DVD’s, the Internet, other videos and
DVD’s, and our textbook website.
U NITS OF I NSTRUCTION (S TATE S TANDARDS )

Communication

Cultures

Connections

Comparisons

Communities

C OURSE A SSESSMENTS
S
TUDENT
P
RODUCTS FOR
A
SSESSMENT
 Chapter quizzes
 Chapter tests
 Workbook completion
 Portfolio
 Memorized conversations
 Oral vocabulary tests
 Listening comprehension
 Cultural projects
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
Personal checklist

Trimester exam
T IMELINE
Spanish 2A
Weeks 1-3
Weeks 4-5
Week 6
Weeks 7-8
Week 9
Preliminary Chapter- Review: Saying who you are; personality characteristics; daily activities and food; places in school and around town; saying how you fee; daily routine; making plans
Unit 1: Going on a trip; on vacation
Review. Test. Culture: video, craft, event, or food
Unit 2: Sports and health; daily routines
Review. Test. Culture: video, craft, event, or food
Weeks 10-11 Unit 3: Clothes and shopping; at the market
Week 12 Review. Test. Trimester review, make-ups, final exam
Spanish 2B
Week 1
Weeks 2-3
Week 4
Weeks 5-7
Review, class organization
Unit 4: Legends and stories; past and present
Review. Test. Culture: video, craft, event, or food
Unit 5: Preparing and describing food; ordering meals in a restaurant
Week 8 Review. Test. Culture: video, craft, event, or food
Week 9-10 Unit 6: Making movies; invitations to a premiere
Week 11
Week 12
Review. Test. Culture: video, craft, event, or food
Trimester review, make-ups, final exam
In each Unit the following State Standards are covered: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1
The remaining Standards are addressed during the 6 th , 11 th and 12 th weeks and other appropriate times throughout the trimester.
C OURSE M ATERIALS : M AJOR T EXTS , P RINCIPAL M ATERIALS AND F ILMS
K
EY
T
EXTS
:
Trimester One
McDougal Littell ¡Avancemos! 2
Units Prelim – 3
S UPPLEMENTARY M ATERIALS :
Trimester One
Practice workbook
Assessment Program – Quizzes and Tests
Test Generator for Trimester Exam
Black line masters and colored transparencies
Ringed binder to use as a portfolio / inserts
Spanish-English dictionary on CD
Trimester Two
McDougal Littell ¡Avancemos! 2
Units 4 - 7
Trimester Two
Practice workbook
Assessment Program – Quizzes and Tests
Test Generator for Trimester Exam
Black line masters and colored transparencies
Ringed binder to use as a portfolio / inserts
Spanish-English dictionary
Grade level reader from Littel
Comic version of Don Quijote
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* Parents should contact the teacher or department chair to discuss concerns with texts. If required, the teacher will provide a substitute text of comparable length that approximates the stated academic purpose. Selected essays, short stories, poems and articles will be used to teachers to augment major units.
C
OMMERCIAL
F
ILMS
/V
IDEOS
:*
Teachers may select from the following:
Trimester One
El Mundo Hispanohablante
Various videos/DVDs about Latin American countries and Spain
El Espejo Enterado excerpts
Stand and Deliver
Grammar videos from Teacher Discovery
Trimester Two
Don Quijote
Kahlo
Il Postino
El Espejo Enterado excerpts
The House of Spirits excerpts
Grammar videos/DVDs from Teacher Discovery
Various videos about Latin American countries and Spain
A PG movie dubbed into Spanish (e.g. Happy Feet, ET)
The list will grow as appropriate films are found that correspond to the units of the textbooks.
*A parent may excuse his/her child from the viewing of a commercial film/video. The parent should contact the teacher or
Department Chair to discuss his/her concerns. The teacher will provide any excused student an alternative assignment of comparable length that is relevant to the stated academic purpose.
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