CAMDEN ROCKPORT MIDDLE SCHOOL/MSAD 28
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COURSE/SUBJECT TITLE: Spanish II
GRADE LEVEL: 8th
LENGTH OF TIME: Full Year (60/65 minutes ever other day, approximately 85
classes)
COURSE DESCRIPTION: Spanish II is for students who solidly met or exceeded all
standards of Seventh Grade Spanish which significantly mirrors the first half of the
CHRHS (Camden Hills Regional High School) Spanish I curriculum in terms of
essential outcomes. In Spanish II students will substantially develop proficiency with
present tense Spanish skills focusing on the four key language skill areas of listening
and understanding, speaking, reading, and writing. Students will be challenged to
draw on the vocabulary base and comprehension skills acquired in grades K-7 and
increasingly incorporate those skills into authentic and meaningful oral and written
communication. The course follows AATSP Level 1 National Standards for Spanish
during T1 and T2 and introduces some aspects of AATSP Level 2 standards in T3
including an introduction to the past tense.
The course is structured around a Total Physical Response/Storytelling (TPR/TPRS)
curriculum using “The New ¡Cuéntame Más!” (CMM) and Look! I Can Talk More!
(LICTM). This curriculum is based on the philosophy of providing students with
comprehensible input using easy to understand stories, actions, and visual aids.
Students learn the language orally, kinesthetically, and visually. Students will also
review and learn basic grammar in Spanish. Classes will be taught primarily in Spanish
and students are expected to attempt to use Spanish at all times with the teacher and
their peers during class. Students will put their study of Spanish into context through
the study of Hispanic culture. Students will also practice and extend target skills at
their own pace through the use of Rosetta Stone software.
It is expected that all students successfully meeting the standards for eighth grade
Spanish II will possess basic present tense Spanish comprehension and output skills
and will be adequately prepared for the Spanish III course offered at CHRHS.
UNIT TITLE: Trimester 1 - ¿Quién soy yo? (Who am I?). CMM Chapters five and six El
hipo de la llama and El monstruo en el refrigerador. Review of basic grammar and
systematic study of regular present tense verb forms and ser vs. estar. Students will
read mini-novel Pobre Ana and respond in writing and orally to questions in Spanish
related to the story. Students will be able to discuss and write about themselves and
their families in significant detail. Rosetta Stone Unit 1 Level 2. Hispanic Heritage
month celebration.
UNIT TITLE: Trimester 2 – Mi rutina cotidiana (My daily routine). Lilliana y la rata from
“old” Cuéntame más book. Irregular and reflexive verbs. Students will read mininovels Patricia va a California and Casi se muere and respond in writing and orally to
questions in Spanish related to the story. Students will be able to discuss and write
about their daily routines using target grammar and vocabulary. Rosetta Stone Units 23 Level 2. Geography of Spanish Speaking world.
UNIT TITLE: Trimester 3 – El pasado, el presente y el futuro (The past, present, and
future). Discussing time: present, past, future. Introduction to past tense (preterit and
imperfect). CMM seven Qué será será and chapters one through two of LICTM (chapters
three and four also if time permits). Students will read mini-novel El viaje de su vida.
Rosetta Stone Unit 4 Level 2. Level One National Spanish Exam (early April). Movie El
norte – Guatemala and Mexico and the issue of illegal immigration by Latin Americans
in the United States.
ESSENTIAL OUTCOMES:
REPORTING STANDARD: Oral Communication
1. Students can understand and exchange basic greetings and personal
information in Spanish and will be able to describe and discuss their
immediate and extended families (T1). Students will also be able to discuss
and describe their daily routines (T2).
2. Students will be able to tell stories using target vocabulary in basic Spanish
accurately in the present tense.
3. Students will be able to communicate orally in the past (T3) and immediate
future (going to ____) tenses (T2) in response to basic daily conversational
prompts.
REPORTING STANDARD: Oral Comprehension
1. Students will demonstrate a high level of comprehension of basic Spanish in
all present tense verb forms.
2. Students will demonstrate a basic level of comprehension of basic Spanish in
the imperfect and preterit past tenses (T3) and simple future tense (T2).
3. Students will succeed in an immersion environment in the classroom where
90%-100% of all communication will be conducted in Spanish.
REPORTING STANDARD: Vocabulary and Grammar
1. Students can understand and use everyday vocabulary (numbers to 1 million,
days, months, colors, animals, family, weather, personal info, classroom
vocabulary, clothing etc.)
Revised 9/12
2. Students will demonstrate a mastery of new “high-frequency” vocabulary,
particularly vocabulary relating to describing self, family, and friends
(physical and personality descriptions, likes and dislikes, professions) and
daily routine (time, school, home, town, pastimes).
3. Students will show a solid understanding and facility with target grammar.
REPORTING STANDARD: Reading Comprehension
1. Students will be able to read and understand the short Spanish-language
novels Pobre Ana, Patricia va a California, Casi se muere, and El viaje de su vida.
2. Students will be able recognize and comprehend portions of text written in
past tense and the difference between the imperfect and preterit tenses.
REPORTING STANDARD: Culture
1. Students will demonstrate a basic knowledge of where and why people speak
Spanish in the world.
2. Through student projects and other activities, students will demonstrate a
basic knowledge of Hispanic history and culture.
3. Students will demonstrate an understanding of and think critically about
issues facing Latino citizens and immigrants in the United States.
REPORTING STANDARD: Writing
1. Students will be able to produce comprehensible writing in most present
tense verb forms using target vocabulary and grammar related to CMM and
LICTM chapter stories.
2. Students can provide detailed information in writing about themselves, their
immediate family and friends, and extended family (T1).
3. Students can provide basic information about their typical daily routine using
target vocabulary and grammar including reflexive verbs (T2)
4. Students can respond accurately to basic prompts in the past tense in Spanish
(T3).
EVIDENCE/ASSESSMENTS:
Informal oral daily assessment by teacher Q&A in Spanish
Formal speaking assessments
Daily reading and response homework assignments in Spanish
Formal writing assessments
Formal assessments on target vocabulary and grammar
Formal oral and written comprehension checks
Level One National Spanish Exam
Rosetta Stone progress and accuracy
Assessed student cultural projects on target cultural themes
TEXTS AND OTHER RESOURCES:
AATSP Level 1 (T1 and T2) and Level 2 (T3) National Standards for Spanish
Revised 9/12
The New ¡Cuéntame más! (Carol Gabb & Kristy Placidio, TPRS Publishing, 2009)
Look! I Can Talk More! (Blaine Ray, Sky Oaks Productions, 1992, 2002)
Pobre Ana (Blaine Ray, Command Performance Language Institute, 2000)
Patricia va a California (Blaine Ray, Command Performance Language Institute, 2000)
Casi se muere (Blaine Ray, Command Performance Language Institute, 1999)
El viaje de su vida (Blaine Ray, Command Performance Language Institute, 2000)
El Norte (a film by Gregory Nava, 1983)
Rosetta Stone Latin American Spanish (Levels 1-5 available)
ACTFL OPIc (Oral Proficiency Interview – Computer)
Other teacher generated materials
Revised 9/12