SPANISH II
Second 9-Weeks
Date
Inst.
Material
Number
Objective
E
TV AND ENTERTAINMENT
Use aural, visual and context clues to derive meaning from
a variety of material (e.g., short stories, poems, songs,
multimedia).
2.3
Explain social, geographic, and historical factors that
influence cultural practices (quinceanera, television, food,
holidays)
2.4
Interpret common words, phrases and idioms that reflect
the target culture(s)
5.1
Use resources in the global community to explore aspects
of the target culture(s) and/or language
5.2
Pursue opportunities to use the target language within and
beyond the school setting
5.3
Explore the possibilities of the target language for
personal growth, enrichment and enjoyment.
COMPARATIVES AND SUPERLATIVES
1.1
Exchange detailed oral and written information about a
variety of topics (e.g., movies and television shows,
restaurants, environment, celebrations, sports, leisure
activities, health, and daily routines).
1.3
Briefly explain preferences and emotions (including
comparisons of equality and inequality).
2.2
Identify and discuss generalizations about the target
culture(s).
3.1
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
grammatical structure, art appreciation, and other crosscurricular topics).
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
expressions
PRETERITE OF VER
1.10
Relate a simple narrative about a personal experience or
event (preterite vs imperfect verb tenses).
3.1
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
grammatical structure, art appreciation, and other crosscurricular topics).
4.1
Predict linguistic similarities and differences (e.g., sound
patterns, cognates/derivatives, vocabulary,
connotations/denotations)
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
expressions
FOOD, RESTAURANT. AND CUSTOMS INCLUDING TABLE SETTING
1.1
Exchange detailed oral and written information about a
variety of topics (e.g., movies and television shows,
restaurants, environment, celebrations, sports, leisure
activities, health, and daily routines).
I
1.5
March 08
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
C
1.2
1.3
1.4
1.6
2.1
2.2
2.3
2.7
5.1
5.2
5.3
1.5
1.7
1.8
1.9
2.2
2.3
2.6
2.7
5.1
5.2
5.3
3.1
4.2
Negotiate personal needs (e.g., ask permission, ask for or
provide assistance, negotiate purchases, express health
concerns).
Briefly explain preferences and emotions (including
comparisons of equality and inequality).
Comprehend and respond to spoken and written
instructional or commands.
Read and comprehend language appropriate to the level
of study (e.g., movies and television shows, restaurants,
environment, celebrations, sports, leisure activities, health,
and daily routines).
Describe daily routines and cultural viewpoints (i.e.,
reflexive verbs).
Identify and discuss generalizations about the target
culture(s).
Explain social, geographic, and historical factors that
influence cultural practices (quinceanera, television, food,
holidays)
Describe objects, images, products and symbols of the
target culture(s).
Use resources in the global community to explore aspects
of the target culture(s) and/or language
Pursue opportunities to use the target language within and
beyond the school setting
Explore the possibilities of the target language for
personal growth, enrichment and enjoyment.
NAVIDAD
Use aural, visual and context clues to derive meaning from
a variety of material (e.g., short stories, poems, songs,
multimedia).
Produce personal written communication (e.g., postcards,
notes, paragraphs).
Prepare brief reports using primary sources (e.g.,
countries, biographies, celebrations, foods).
Use appropriate intonation and pronunciation to present a
familiar passage
Identify and discuss generalizations about the target
culture(s).
Explain social, geographic, and historical factors that
influence cultural practices (quinceanera, television, food,
holidays)
Explain similarities and differences in cultural practices
among same-language cultures.
Describe objects, images, products and symbols of the
target culture(s).
Use resources in the global community to explore aspects
of the target culture(s) and/or language
Pursue opportunities to use the target language within and
beyond the school setting
Explore the possibilities of the target language for
personal growth, enrichment and enjoyment.
TRAER-PRESENT TENSE INDICATIVE
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
grammatical structure, art appreciation, and other crosscurricular topics).
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
expressions
March 08
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
STEM-CHANGING VERBS E->I
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
X
grammatical structure, art appreciation, and other crosscurricular topics).
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
X
expressions
REVIEW DIRCT AND INDIRECT OBJECT PRONOUNS; DOUBLE OBJECT PRONOUNS
3.1
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
X
grammatical structure, art appreciation, and other crosscurricular topics).
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
X
expressions
VERBS: DECIR & DAR (PRESENT TENSE INDICATIVE)
3.1
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
X
grammatical structure, art appreciation, and other crosscurricular topics).
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
X
expressions
NEGATIVE CONSTRUCTIONS
3.1
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
X
grammatical structure, art appreciation, and other crosscurricular topics).
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
X
expressions
PRESENT PROGRESSIVE
3.1
Apply and classify information and skills common to the
target language and other disciplines (e.g., historical and
current events, metric and currency conversions, English
X
grammatical structure, art appreciation, and other crosscurricular topics).
4.2
Predict structural similarities and differences (e.g., word
formation patterns, sentence structure, idiomatic
X
expressions
3.1
E: Mastery of the objective at this grade is essential. Students must learn
this knowledge/skill to be successful in the next grade/course.
I: This objective is important because it either introduces new knowledge/skills
or it extends knowledge/skills students have already learned.
C: This objective can be compacted because it reviews knowledge/skills the
student has already learned.
1
:
:
3
:
4
:
2
Taught this 9-weeks only
Taught two 9-week periods
Taught three 9-week periods
Ongoing throughout the year
NOTES: To maintain consistency through out the county the use of vosotros may be presented as an extension
but it is in no way to be considered an essential component of the Spanish curriculum, nor should students be
st
held responsible for mastery of this form. Also, be out of the first level book by the end of 1 semester.
March 08
March 08