Spanish II
Approved February 2011
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Unit 1: 5A: Una fiesta de cumpleaños (A Birthday Party)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we describe family relationships and celebrations?
Learning Goals: Students will:
Read, listen to and explain information about families, parties and celebrations
Communicate about families and parties
Use the verb “tener” to ask and tell what people have
Use the verb “tener” to ask and tell people’s ages
Use the possessive adjectives to tell to whom something belongs
Compare and contrast birthday celebrations in the U.S. and Latin America
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Create a personalized family album or tree
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
Sweet 15 video
GramActiva video
Realidades 1 Audio Program
Microsoft PowerPoint
Class webpage
Mi Vida Loca video series
Family members
Possessive adjectives
Celebration related vocabulary
Productive habits of mind
Quality work
Read critically
Communicate effectively
Access and process information
Core Ethical Values
3
Course: Spanish II
Unit 2: 5B: ¡Vamos a un restaurante! (Let’s Go to a Restaurant!)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: How do we order in a restaurant? How do we describe people using physical characteristics?
Learning Goals: Students will:
Read, listen to, and explain information about descriptions of family members, restaurant vocabulary, and table settings
Describe people and foods
Order a meal at a restaurant
Use the verb “venir”
Use the verbs “ser” and “estar”
Express needs at a restaurant
Compare and contrast physical characteristics of famous people
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Club de Cien
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Create a skit about eating out in a restaurant
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
iMovie
Mi Vida Loca video series
LCD projector
Class website
Physical descriptions
Vocabulary for ordering in a restaurante
Table settings
Expressing needs
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
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Unit 3: 6A: En mi dormitorio (In my Bedroom)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we describe items in our bedroom?
Learning Goals: Students will:
Read, listen to and explain information about bedroom items, electronic equipment and colors
Name items found in a bedroom
Discuss electronic equipment
Use colors to describe things
Use comparatives and superlatives
Use the verbs “poder” and “dormir”
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Create a model/poster highlighting items in their bedroom
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
Mi Vida Loca video series
Class website
LCD projector
Bedroom furniture and electronics
Colors
Comparing and contrasting
Descriptive adjectives
Productive habits of mind
Quality work
Read critically
Communicate effectively
Access and process information
Core Ethical Values
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Unit 4: 6B: ¿Cómo es tu casa? (What is Your House Like?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: What is your house like?
Learning Goals: Students will:
Read, listen to, and explain information about rooms in a house, household chores and how to tell someone to do something
Talk about the rooms of the house
Talk about the chores around the house
Use the familiar “tú” commands
Use the present progressive tense
Compare and contrast houses in the U.S. and Latin America
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Create a flyer to sell a house or apartment
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
Mi Vida Loca video series
Class website
LCD projector
Rooms in the house
Chores
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
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Unit 5: 7A: ¿Cuánto cuesta? (How Much does it Cost?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we shop for clothing?
Learning Goals: Students will:
Read, listen to and explain information about shopping for clothes
Use the verbs “pensar”, “querer” and “preferir”
Talk about shopping for clothes
Discuss how clothes fit and how much they cost(in euros, Mexican pesos and dollars)
Point things out using demonstrative adjectives
Use numbers in the hundreds
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Bag of clothing for interactive activities
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Create and perform a skit about shopping for clothes
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
Mi Vida Loca video series
Class website
LCD projector
Clothing items
Numbers in the hundreds
Demonstrative adjectives
Shopping vocabulary
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
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Unit 6: 7B: ¡Qué regalo! (What a gift!)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we shop for gifts and accessories?
Learning Goals: Students will:
Read, listen to and explain information about stores, shopping for gifts and accessories and things done in the past
Talk about stores and where they are located
Ask and tell about shopping and buying
Talk about the past, using the preterit of –ar verbs including –car and -gar
Use the direct object pronouns(lo, la, los, las)
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Read about shopping in four Hispanic communities in the U.S.
Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Virtually purchase gifts from Spanish websites (such as corteingles.com) and create a compilation of purchased
items
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
Mi Vida Loca video series
Class website
LCD projector
¿Eres tú María? video series
Store vocabulary
Gifts and accessories
Past tense markers
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
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Unit 7: 8A: De vacaciones (On Vacation)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we describe vacations in the past?
Learning Goals: Students will:
Read, listen to and explain information about travel and vacations and past events
Talk about vacations and trips
Talk about places to visit and how to get there
Use preterit tense of –er and –ir verbs
Use preterit of “ir”
Use the personal “a”
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Read a journal about a trip to Peru
Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Describe a trip they have taken
Create a PowerPoint or podcast describing a vacation they have taken
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
Mi Vida Loca video series
Class website
LCD projector
¿Eres tú María? video series
PowerPoint presentation
Audacity podcast recordings
Places to visit on vacation
Things we see and do on vacation
Modes of transportation
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
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Access and process information
Core Ethical Values
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Unit 8: 8B: Ayudando en la comunidad (Helping in the Community)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do you help in the community?
Learning Goals: Students will:
Read, listen to and explain information about volunteer work, community service tasks and what people did to help others
Talk about helping their community
Ask and tell about recycling and volunteering
Use the present tense of “decir” and the preterit tense of “hacer” and “dar”
Use indirect object pronouns
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
Mi Vida Loca video series
Class website
LCD projector
¿Eres tú María? video series
Recycling vocabulary
Places in the community
Volunteer work vocabulary
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
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