Name of Course: Spanish 2
Course Number: 542
Grade Level(s): 9-12
Unit or Strand:
Unit 1 –Review of Spanish 1
Unit 2- The verb tener, describing family members
Unit 3- “Go” verbs ,Indirect Object Pronouns ,Restaurant Vocabulary, “ E to I “ stem-changing verbs
Unit 4- Comparatives and Superlatives with new adjectives,“o to ue” stem-changing verbs
Unit 5- Estar/ Present Progressive & Tu commands
Unit 6 - Demonstrative Adjectives, numbers and “e to ie “ stem-changing verbs
Unit 7 - Preterite of –ar verbs & Direct Object Pronouns
Unit 8- Preterite of er and –ir verbs & Ir/Ser,Hacer, Dar and Ver in the preterite Conocer (explore)
Estimated Instructional Time: One full semester of block scheduling. Instructional time for each unit will
vary.
PA Academic Standards:
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 available only
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 language
studied and their own.
Communities: Participate in Multilingual Communities at Home and Around the World
Standard 5.1: Students use the language both within and beyond the school setting.
Unit 1 - Review of Spanish 1
Approximate pacing 2 weeks
Material to be covered
Vocabulary review
Agreement of definite/indefinite articles in both number and gender.
Identifying the gender of a noun, making nouns plural
Subject Pronouns
AR/ER/IR Conjugations
Ir a + infinitive,, ir a + location, if a + loacation + para +infinitive
Stem Changing verbs tener, preferir, poder and jugar – conjugation, and using a conjugated verb+infinitive
combination.
Tener que + infinitive
Enabling Objectives:
Students will be able to :
Demonstrate mastery of Spanish 1 material by being able to conjugate correctly, and match subject pronouns
with conjugated verbs; matching articles and nouns; using conjugated verbs with infinitives; conjugating ir and
stem changing verbs.
Orally exchange personal information in the target language.
Define and translate Spanish 1 vocabulary from English to Spanish and Spanish to English.
Recall and apply their grammar knowledge from Spanish 1 while completing review worksheets.
Construct level appropriate sentences in a number of writing samples while talking about what things they
do/have to do or are going to do.
Verify listening comprehension by correct responses to aural prompts.
Unit 2 - The verb tener & family members.
Approximate pacing 2 weeks
Material to be covered
Family members/party vocabulary
Tener with possessive adjectives
Special uses of tener – tener años, tener hambre, sed, frío, razón, miedo
Review of tener que + infinitive
Acabar de + infinitve
Dar
Enabling Objectives:
Students will be able to:
Identify family members and restate their family relationships in Spanish.
Recognize and conjugate the verb tener and exhibit understanding by constructing sentences and answering
questions correctly in the target language.
Correctly use the special uses of tener, and differentiate between the Spanish verb used, and the English
translation.
Utilize acabar de + infinitive to talk about what they have just done or finished doing to prepare for a party.
Differentiate between the uses of tener que, ir a, and acabar de in a variety of activities.
Memorize and define the possessive adjectives
Differentiate between the uses of possessive adjectives in English and Spanish (plural possessives, absence of ‘s to
indicate possession)
Develop sentences using family members and possessive adjectives to discuss topics related to having a party in
both written and conversational activities.
Demonstrate understanding by reading a passage and answering questions about its content.
Write a short paragraph in the target language about a fictitious birthday party.
Verify listening comprehension by correct responses to aural prompts.
Unit 3 - Go Verbs,Indirect Object Pronouns,Restaurant Vocabulary, e-i stem-changing verbs
Approximate pacing 2-3 weeks
Material to be covered:
The “go” verbs - tener, venir , traer, decir, poner and salir
Indirect Object Pronouns used with faltar, traer, dar and decir
Restaurant Vocabulary
Stem changing verbs (e to i ) decir, pedir and servir
In depth comparison of Ser versus Estar
Introduction of comparisons – más/menos + adjective +que
Enabling Objectives
Students will be able to
Identify and use in context vocabulary dealing with a restaurant.
Use ser + adjectives to describe their family members
Define and utilize go verbs by conjugating them and using them in sentences.
Explore the uses of indirect object pronouns by comparing the use of indirect objects in English vs. Spanish, and
using them appropriately with 2 sets of verbs (faltar, gustar, encantar) (dar, decir)
Differentiate between the uses of ser and estar.
Produce level appropriate Spanish by answering questions and translating.
Develop an understanding of how to form a comparison in Spanish.
Read and translate a passage talking about family members and a birthday party.
Write an essay in the target language about your family, using ser appropriately to describe them, and tener for
age and hair color. Use indirect object pronouns and gustar or encantar to talk about what they like to do.
Verify listening comprehension by correct responses to aural prompts.
Unit 4 - Comparatives and Superlatives, o to ue stem-changing verbs
Approximate pacing 2 weeks
Material to be covered
All comparatives (irregular and regular) mas/menos, mejor/peor, mayor/menor + que
Physical descriptive adjectives with a review of ser
Explore tan + como as an equal comparative
O-ue stem changing verbs poder and dormir
Furniture vocabulary, colors as adjectives
Estar + location (new location words)
Enabling Objectives:
Students will be able to:
Demonstrate understanding of how to compare 2 or more items in Spanish by comparing items in their rooms or
people they know, in a variety of written and conversational activities.
Recognize how to state something as the highest degree (Superlative -est ending).
Create complete sentences in the target language while using their knowledge and notes on comparisons and
superlatives in a personal context.
Conjugate o to ue stem changing verbs and construct sentences in a variety of written and conversational
activities..
Explore ways to use previously learned adjectives with comparatives, such as words describing physical attributes
or personality.
Utilize the verb estar + location words (prepositions) to tell where various furniture items are locate in their
rooms.
Utilize the verb ser + colors or other adjectives to talk about the appearance of furniture items.
Verify listening comprehension by correct responses to aural prompts.
Unit 5 - Estar/ Present Progressive & Tu commands
Approximate pacing 2 weeks
Material to be covered:
Vocabulary for the rooms and the chores in a house.
Estar with present progressive
Tú Commands both affirmative and negative
Irregular affirmative and negative tu commands
Enabling Obejectives:
Students will be able to:
Recall the usage of the verb estar.
Utilize the new vocabulary in a personal context by reading, writing, and speaking about their home and
household chores.
Identify the present participle as a part of the present progressive, and use it in combination with the conjugated
form of estar to express what people are doing right now.
Differentiate between the use of commands in English and Spanish
Develop an understanding of the Tú command form by using it to tell people what to do/what not to do, in a
variety of written and conversational activities
Identify the context cues used to signal the use of the Tú command form in written form.
Read and translate a passage about rooms in the house and chores
Write a story about their home describing the rooms in the house, the contents of their room, and the chores their
family has to do.
Verify listening comprehension by correct responses to aural prompts.
Unit 6 - Demonstrative Adjectives, Higher Numbers and e to ie stem-changing verbs
Approximate pacing 2 weeks
Material to be covered :
Demonstrative adjectives - este/a, estos/as, ese/a, esos/as
Introduce aquel/aquella, os,as
Review stem changing e to ie verbs – preferir and querer; teach pensar + infinitive and pensar que.
Use quedar + indirect object pronoun – relate to gustar – type verbs
Costar – relate to gustar – 2 forms cuesta/cuestan
Introduce –ar preterite endings with llevar and comprar
Clothing Vocabulary
Enabling Objectives:
Students will be able to:
Students will be able to:
Identify and utilize demonstrative adjectives in Spanish while reading, speaking and writing.
Match the correct demonstrative adjective with the given vocabulary word.
Create complete sentences discussing clothing they wear in certain situations .
Demonstrate understanding of gustar type verbs by comparing the usage of gustar, faltar, encantar, quedar and
costar to the usage of other verbs.
Explain why only 2 forms of these verbs are used commonly.
Use quedar + an indirect object pronoun to talk about how items of clothing fit different people.
Discuss how certain types of dress are appropriate in some situations but not in others.
Express how much different items cost using costar and numbers between 100 and 1000
Conjugate ar verbs in the preterite tense and demonstrate understanding by completing a number of writing,
speaking, and translation activities in the preterite tense
Verify listening comprehension by correct responses to aural prompts.
Unit 7 - Preterite of –AR verbs & Direct Object Pronouns
Approximate pacing 2 weeks
Material to be covered
Explore more AR verbs in the preterite tense
Verbs with spelling changes in the preterite yo form (–car, -gar, -zar)
AR Stem changing verbs in the preterite – pensar, costar
Direct object pronouns – lo, la, los, las
Vocabulary for jewelry and different types of stores.
Enabling Objectives:
Students will be able to:
Expand on and practice the conjugation and usage of more –ar verbs in the preterite tense.
Categorize certain –ar verbs into groups that require a spelling change in the first person preterite.
Compare and contrast the use of direct object pronouns in Spanish versus English.
Demonstrate understanding of the difference in word order between Spanish and English when using a direct
object pronoun by writing sentences, asking and answering questions, and diagramming sentences.
Demonstrate understanding of using a direct object pronoun with an infinitive by using them correctly in a variety
of written and conversational activities.
Read and translate a passage in the preterite tense that talks about a shopping trip
Write an essay in the preterite tense about a fictional shopping trip, what they looked for and what they bought in
a variety of stores
Verify listening comprehension by correct responses to aural prompts.
Unit 8 - Preterite of ER and IR verbs , Irregular Preterite: Ir, Ser, Hacer, Dar, Ver
Approximate pacing 3 weeks
Material to be covered:
Er/Ir preterite
Ir/Ser in the preteritee
Hacer/dar and ver in the preterite
Introduce Conocer, review Saber + infinitive
The personal a
Saber vs Conocer – introduction
Vocabulary about vacation activities
Enabling Objectives:
Students will be able to:
Students will be able to:
Conjugate verbs ending in er and ir in the preterite tense.
Conjugate ir , ser , hacer, dar and ver in the preterite.
Answer questions in Spanish based on a passage from a journal entry that someone wrote while on a vacation.
Ask and answer questions about what activities they did in the past.
Use the personal a appropriately with the verbs ver and dar in the preterite in a variety of written and
conversational activities.
Write a paragraph telling where they went on vacation, what they did and what things they saw.
Conjugate Conocer and Saber in the present tense and use them to form sentences in a variety of written and
conversational activities
Compare and contrast the uses of Conocer and Saber by using conocer to talk about people they know and saber
to talk about activities they know how to do.
Verify listening comprehension by correct responses to aural prompts.
Cultural Connections: Culture should be taught on an ongoing basis as is appropriate within the unit.
Teachers will choose from (but not be limited to) the following list of topics:
Popular Music- Familiarize students with the different types of Spanish music and have them read along/identify
key words in the lyrics of popular songs
Running of the Bulls
Día de los Muertos
Spanish Architecture
Current Events
Famous Latino/Spanish people
Indigenous groups such as the Mayas, Incas and Aztecs
Foods, Culture, Major Festivals of :
Puerto Rico
The Dominican Republic
Mexico
Major cities of Spain – Madrid, Barcelona, etc.
Text/Resource Materials:
Realidades Textbook and Ancillary materials
Teacher made guided notes packets
Teacher made worksheets
Teacher made project assignments
Realidades Audio CD’s
Realidades Video Series
Phschool.com textbook companion site
Eres tú María – Realidades video series
Activities:
For a full listing of activities by unit, there is a resource binder to be located in the department chair office.
Suggested activities for each unit include:
Students will conjugate and write sentences with all verbs in chapter
Students will write questions to ask each other based on concepts/vocabulary taught.
Students will develop a short skit, or act out the video script from the text.
Students will use sentence strips to demonstrate proper word order by combining the words to make a sentence,
and using the collected sentences to make a story.
Students will translate and read passages to build vocabulary skills. These passages can come from the text, or
other resources.
Students will write a variety of sentences to build writing strength. Each full chapter will culminate in a writing
exercise of at least 2-3 paragraphs in the target language that pulls together the concepts learned in the units.
Students will write a progressive story in groups, with each group adding a paragraph.
Projects with oral presentations based upon chapter vocabulary.
Games to practice vocabulary, grammar, or conversational skills
Songs and Flashcards to help memorize vocabulary
Students will engage in teacher directed dialogues
Students will complete grammar and vocabulary based worksheets as appropriate.
Exercises from the text
Assessment:
For each unit there will be vocabulary and grammar quizzes as needed.
Each unit will have a chapter test
Other suggested assessments:
A project that utilizes concepts taught in the unit
Oral presentations
Listening assessment
Oral evaluations
An essay based upon concepts taught in the unit.
Worksheets and other class activities
Rubrics
Internet self-test
Group quizzes
Reading response
Extensions/Enhancements:
Create a video based on unit theme for presentation to the class.
Design a Webquest for fellow students based on the cultural theme for the unit.
Practice online with phschool.com web activities.
Research and design a lesson to be presented to the class to “teach” the concepts being taught in the unit.
Make a podcast for fellow students.
Make a video demonstrating/explaining a grammar concept from the unit
Culturally based readings/stories in English at a grade appropriate level which enhance understanding of other
cultures.
Speakers from other countries who will share their stories about life in other cultures, and their immigration
experiences.
Speakers from the community who will share their cultural experiences
Exploring foods from different Spanish speaking countries.
Research a Spanish speaking country and teach some cultural or historical aspect of that country to the class.
Remediation/Modifications:
Individual tutoring – either by teacher or peer tutor
Re-teaching of difficult topics
Websites for additional practice such as phschool.com or studyspanish.com
Worksheets from Guided Practice Activities ancillary which are designed for remediation