Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish II (Grades 9-12)
Quarter: 1 (Weeks 1-9)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How could your knowledge of train transit assist you in your travels to Hispanic countries? 2. What are some social dining possibilities, and how can your dining
experience be enhanced though the use of Spanish? 3. How does technology use in the Hispanic world compare to telecommunications in the United States? 4. How
does the use of the past tense differ between English and Spanish? 5. How can accurate verb conjugation affect comprehension of a conversation? 6. Why does
simulated conversation help language acquisition? 7. Why is understanding of the Hispanic culture important to the language-learning process? 8. How can the
Spanish language be incorporated into the study of other content areas? 9. How would the world of fine arts be different without contributions of Hispanic artists?
10. How is your community and culture influenced by holidays observed in the Hispanic world?
Unit/Time Frame
Standards
Content
Review Sections A-G
2.5 weeks
Refer to Spanish I
Curriculum Map for
a list of standards
covered
The school day
School supplies
Shopping for clothes
Describing others
Family
Housing
Shopping for food
Sports
Air travel
Daily routines
Minor illnesses
Visiting the doctor
Winter / Summer activities
Present tense –ar verbs
Present tense of the verbs ir,
dar, estar, ser, tener,
aburrir, intersar, gustar
Agreement of nouns, articles,
adjectives
Present tense -er / -ir verbs
Possessive adjectives
Stem-changing verbs
Present tense of irregular
verbs
Skills
Review of principle elements of
vocabulary, grammar structure and
verb formation of material learned in
Spanish I
Assessment
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Resources
¡Buen Viaje! Level 2
Textbook
¡Buen Viaje! Level 2
Workbook
¡Buen Viaje! Level 2
Audio CDs
¡Buen Viaje! Level 2
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish II (Grades 9-12)
Quarter: 1 (Weeks 1-9)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How could your knowledge of train transit assist you in your travels to Hispanic countries? 2. What are some social dining possibilities, and how can your dining
experience be enhanced though the use of Spanish? 3. How does technology use in the Hispanic world compare to telecommunications in the United States? 4. How
does the use of the past tense differ between English and Spanish? 5. How can accurate verb conjugation affect comprehension of a conversation? 6. Why does
simulated conversation help language acquisition? 7. Why is understanding of the Hispanic culture important to the language-learning process? 8. How can the
Spanish language be incorporated into the study of other content areas? 9. How would the world of fine arts be different without contributions of Hispanic artists?
10. How is your community and culture influenced by holidays observed in the Hispanic world?
Unit/Time Frame
Standards
Content
Skills
Assessment
Resources
Ser vs estar
Reflexive verbs
The preterite
Direct object pronouns
Chapter 1
2 weeks
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 4.2, 5.1
State
10.1.1, 10.1.4,
10.1.5, 10.1.6,
10.1.8, 10.2.1,
10.2.2, 10.2.3,
10.3.1, 10.3.2,
10.3.3, 10.3.4,
10.3.5, 10.4.2,
10.4.3, 10.4.4,
10.4.5, 10.5.1,
10.5.2, 10.6.1,
10.6.2, 10.7.1,
10.7.2, 10.7.4,
10.7.5, 10.7.6
Train travel expressions
Purchasing a train ticket
Train arrival and departure
Telling past events
Preterite tense of decir,
hacer, querer, venir
Preterite tense of irregular
verbs
Present tense of the verb
decir
Conversation - At the ticket
window
Pronunciation - ñ, ch
Cultural readings - On the
AVE, From Cuzco to Machu
Picchu
Cross curricular connection Mathematic conversions
Artwork of El Greco
Use words and expressions related to
train travel
Describe various types of trains and train
services
Form and use the preterite tense of the
verbs decir, hacer, querer, venir
Talk about events or activities that took
place at a definite time in the past
Form and use the present tense of the
verb decir to tell what people say
Tell what people say
Listen to and simulate a conversation at a
ticket window in a train station
Correctly pronounce the consonants ñ, ch
Discuss and demonstrate an
understanding of the importance of
train travel in Spain
Develop an appreciation for one of the
unique archaeological sites in the
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Webquest Renfe and el
AVE
¡Buen Viaje! Level 2
Textbook
¡Buen Viaje! Level 2
Workbook
¡Buen Viaje! Level 2
Audio CDs
¡Buen Viaje! Level 2
DVDs
Song CDs
Mi Vida Loca videos
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish II (Grades 9-12)
Quarter: 1 (Weeks 1-9)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How could your knowledge of train transit assist you in your travels to Hispanic countries? 2. What are some social dining possibilities, and how can your dining
experience be enhanced though the use of Spanish? 3. How does technology use in the Hispanic world compare to telecommunications in the United States? 4. How
does the use of the past tense differ between English and Spanish? 5. How can accurate verb conjugation affect comprehension of a conversation? 6. Why does
simulated conversation help language acquisition? 7. Why is understanding of the Hispanic culture important to the language-learning process? 8. How can the
Spanish language be incorporated into the study of other content areas? 9. How would the world of fine arts be different without contributions of Hispanic artists?
10. How is your community and culture influenced by holidays observed in the Hispanic world?
Unit/Time Frame
Chapter 2
2.5 weeks
Standards
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 4.1, 5.1,
5.2
State
10.1.1, 10.1.3,
10.1.4, 10.1.5,
10.1.6, 10.1.7,
10.1.8, 10.2.1,
10.2.2, 10.2.3,
10.3.2, 10.3.3,
10.3.4, 10.4.1,
10.4.2, 10.4.3,
10.4.4, 10.4.5,
Content
Skills
Holidays covered
7/7 San Fermín (Q1.1)
8/31 La Tomatina (Q1.3)
Spanish-speaking world
Examine the differences in telling time
between the English system and that of
the Spanish-speaking world
Compare the English system of
measurement with the metric system
Recognize and appreciate the artwork of
the Spanish master, El Greco
Food and beverage orders
Eating utensils and dishes
Components of a restaurant
meal: entrees, side dishes,
vegetables
Making restaurant
reservations
Present tense stem-changing
verbs (e→i)
Preterite tense stemchanging verbs (e→i, o→u)
Conversation - In the
restaurant
Pronunciation - x
Cultural readings - Mexican
Order food or beverage at a restaurant
Identify eating utensils and dishes
Make a reservation at a restaurant
Explain how you like certain foods
prepared
Talk about present and past events and
activities
Form and use present tense stemchanging verbs (e→i)
Form and use preterite tense stemchanging verbs (e→i, o→u)
Listen to and simulate a restaurant
conversation
Correctly pronounce the consonant x
Talk about the differences between
Assessment
Resources
Studyspanish.com
Studystack.com
Android apps.
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Project - En el
restaurante
¡Buen Viaje! Level 2
Textbook
¡Buen Viaje! Level 2
Workbook
¡Buen Viaje! Level 2
Audio CDs
¡Buen Viaje! Level 2
DVDs
Song CDs
Mi Vida Loca videos
Online videos
Worksheets
Enrichment
activities
Online resources:
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish II (Grades 9-12)
Quarter: 1 (Weeks 1-9)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How could your knowledge of train transit assist you in your travels to Hispanic countries? 2. What are some social dining possibilities, and how can your dining
experience be enhanced though the use of Spanish? 3. How does technology use in the Hispanic world compare to telecommunications in the United States? 4. How
does the use of the past tense differ between English and Spanish? 5. How can accurate verb conjugation affect comprehension of a conversation? 6. Why does
simulated conversation help language acquisition? 7. Why is understanding of the Hispanic culture important to the language-learning process? 8. How can the
Spanish language be incorporated into the study of other content areas? 9. How would the world of fine arts be different without contributions of Hispanic artists?
10. How is your community and culture influenced by holidays observed in the Hispanic world?
Unit/Time Frame
Standards
10.6.1, 10.6.2,
10.7.1, 10.7.2,
10.7.3, 10.7.4,
10.7.5, 10.7.6
Content
food, Spanish food,
Caribbean food
Cross curricular connection Language and Regionalisms
Artwork of Diego Rivera
Skills
Assessment
Mexican, Spanish, and Caribbean
cuisine
Discuss regional differences within
languages
Discuss the style and history behind the
artwork of Diego Rivera
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Holidays covered
9/11 Día de Patriotas (Q1.5)
9/16 Independencia de
Mexico - La historia de
chocolate, Aztecs (Q1.5)
Chapter 3
2 weeks
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1,
4.2, 5.1
State
10.1.1, 10.1.2,
10.1.4, 10.1.6,
10.1.8, 10.2.1,
10.2.2, 10.2.3,
10.3.1, 10.3.2,
Telecommunications:
computers, e-mail, the
Internet, faxes, telephones
Imperfect tense -ar verbs
Imperfect tense -er / -ir verbs
Imperfect tense of ser and ir
Uses of the imperfect
Conversation - An
international phone call
Cultural reading - The
telephone card
Cross curricular connection -
Explain the steps to use a computer
Explain how to send a fax
Explain the steps in making a call on a
telephone
Talk about habitual past actions
Form and use imperfect tense -ar
verbs
Form and use imperfect tense -er /
-ir verbs
Form and use imperfect tense of the
verbs ir and ser
Distinguish and use the imperfect tense in
Resources
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
¡Buen Viaje! Level 2
Textbook
¡Buen Viaje! Level 2
Workbook
¡Buen Viaje! Level 2
Audio CDs
¡Buen Viaje! Level 2
DVDs
Song CDs
Mi Vida Loca videos
Online videos
Worksheets
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish II (Grades 9-12)
Quarter: 1 (Weeks 1-9)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How could your knowledge of train transit assist you in your travels to Hispanic countries? 2. What are some social dining possibilities, and how can your dining
experience be enhanced though the use of Spanish? 3. How does technology use in the Hispanic world compare to telecommunications in the United States? 4. How
does the use of the past tense differ between English and Spanish? 5. How can accurate verb conjugation affect comprehension of a conversation? 6. Why does
simulated conversation help language acquisition? 7. Why is understanding of the Hispanic culture important to the language-learning process? 8. How can the
Spanish language be incorporated into the study of other content areas? 9. How would the world of fine arts be different without contributions of Hispanic artists?
10. How is your community and culture influenced by holidays observed in the Hispanic world?
Unit/Time Frame
Standards
10.3.3, 10.3.4,
10.3.5, 10.4.2,
10.4.3, 10.4.4,
10.4.5, 10.5.1,
10.6.1, 10.6.2,
10.7.1, 10.7.2,
10.7.3, 10.7.4
Content
Technology and the
computer
Artwork of Ernesto Bertani
Skills
contextual situations
Listen to and simulate a conversation
about making an international phone
call
Discuss the origin and use of the
telephone card in Spain and the United
States
Discuss the connection between Spanish
and English computer vocabulary, and
the history of the computer
Discuss the corporate inspired artwork of
Ernesto Bertani and recognize its
connections to current events
Assessment
Resources
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
 Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
 Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
 Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
 Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
 Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its
cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
 Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
 Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
 Standard 5.1: Students use the language both within and beyond the school setting
 Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
INDIANA STATE STANDARDS
Grade 10 (comparable to Level II)
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)
10.1.1
Use multiple greetings and farewells in various situations.
10.1.2
Accurately state basic information about self and others.
Examples: Name, personality characteristics
10.1.3
Accurately express a variety of simple feelings and preferences of self and others.
Examples: Likes and dislikes
10.1.4
Exchange familiar information and opinions in brief conversations.
10.1.5
Exchange familiar information and opinions in written form.
10.1.6
Make requests and ask different types of questions.
10.1.7
Recognize and use situation-appropriate non-verbal communication.
10.1.8
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)
10.2.1
Respond accurately to classroom requests, commands, and directions.
10.2.2
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
10.2.3
Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
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)
10.3.1
Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.
10.3.2
Present prepared material on a variety of topics.
Examples: Dialogues, skits, plays, etc.
10.3.3
Read passages aloud to demonstrate improving intonation and pronunciation.
10.3.4
Compose simple cohesive written information using appropriate formats with teacher guidance.
Examples: Poetry, messages, descriptions, simple narratives, cartoons, etc.
10.3.5
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.
10.4.1
Investigate and report on basic family and social practices of the target cultures.
Examples: Family structure, giving and receiving, cultural trends, etc.
10.4.2
Describe products, perspectives, and symbols of the target cultures in simple terms.
10.4.3
Describe factors that influence practices, products, and perspectives.
Examples: History, technology, etc.
10.4.4
Describe contributions from other cultures.
10.4.5
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.
10.5.1
Investigate and report on objects and concepts from other content areas.
10.5.2
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.
10.6.1
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.
10.6.2
Use digital media and culturally authentic resources to study target cultures.
Examples: Video clips, advertisements, etc.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
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.
10.7.1
Recognize and use cognates, words shared between English and the target language, and word families to expand vocabulary and guess
meaning.
10.7.2
Recognize and use simple language structures.
Examples: Agreement of adjectives and nouns, and agreement of verbs and nouns
10.7.3
Compare and use idiomatic and colloquial expressions in the target language.
10.7.4
Compare and use authentic simple forms of address in a variety of social situations.
10.7.5
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.
10.7.6
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.
10.8.1
Share experiences from the world language classroom with others.
Examples: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the
target language
10.8.2
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.
10.8.3
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
10.8.4
Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.