Millennium Brooklyn High School
Spanish II – BEATO
BIG IDEA: “Learning Language Through the Fabric of Culture”
Theme
Essential
Questions
0 – Para empezar (en ESPAÑA)
September (2 weeks)
- How can we
include common
classroom
protocols to
analyze how
communities built
and maintained?
- What are
some
professional and
personal
advantages of
studying a
foreign
language?
- How do we
study Spanish
effectively for
long-term
retention?
- What was the
significance of
the Spanish Civil
War on our
cultural
understanding of
other Spanishspeaking
countries?
AIMs
Skills
- Establish a
common
classroom
vocabulary of
technical terms
and protocols to
be used
throughout the
year.
Grammar:
- Acknowledge
the
developmental,
personal and
professional
advantages of
studying
Spanish.
- None (in process of
collecting data)
- Introduce
effective
strategies for
studying a
foreign
language.
- Analyze the
effects of the
Spanish Civil
War on Spanish
culture, Latin
American
literature, and
world politics.
- Adjectives
- The verb “ser”
- Present tense of
regular verbs (-ar, -er
and –ir)
Differentiation Used:
Differentiation Used:
- None (in process of
collecting data
Vocabulary
- Adjectives to describe
physicality and
personality
- Leisure activities
Differentiation Used:
- None (in process of
collecting data
Assessments
Activities:
- Reading
Comprehension “Quiz”
(Nall and Charkle)
- Group Presentations:
“Strategies for Success in
Spanish”
- Spain: Overview
- Las Meninas
(Velazquez): Spanish
royal family
- The Spanish Civil War –
graphic organizer(s)
- Yo soy… self-portait
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
0A: Adjectives
0B: “Ser” and present
tense of regular verbs
Unit Exam: 100 points
- 0: Para empezar
Standards
COMMON CORE
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
Theme
Essential
Questions
1 – Tu día escolar (en MEXICO)
October – November (5 weks)
- Using the verb
“tener” and
affirmative vs.
negative words,
how can we
discuss the ways
in which
organization
affects success?
- Using
comparisons,
how do we
analyze the
benefits of
education?
- Using “saber”
and “conocer”,
how can we
discuss the
inventions the
ancient Aztecs
have to maintain
organization?
AIMs
- Plan and
describe class
schedule.
- Analyze
statistics relating
to income and
education.
- Explore the
scientific and
mathematical
discoveries of
the Mexican
Aztecs.
Skills
Grammar:
1A: ¿Que haces en la
escuela?
- The verb “tener”
- Verbs with irregular
“yo” forms
- Stem-changing
verbs
- Affirmative and
negative words
1B: ¿Qué haces
después de las
clases?
- El verbo “ir”
- Making comparisons
- The verbs “saber” y
“conocer”
- Hace + time
expressions
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
1A: ¿Que haces en la
escuela?
- Classroom ítems
- Classroom lingo
1B: ¿Qué haces después
de las clases?
- Extracurricular activities
- Hobbies, leisure
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Mexico: Overview
- Ancient Aztec calendars
(math, science): Mexico
- Schedule design
(individual)
- Verb chart fill-in
(individual)
- Survey on Millennium’s
electives
- Group exercise: Label
items in room
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
2A:
- The verb “tener”
- Verbs with irregular “yo”
forms
- Stem-changing verbs
- Affirmative and negative
words
2B:
- El verbo “ir”
- Making comparisons
- The verbs “saber” y
“conocer”
- Hace + time expressions
Unit project: 100 points
- 2: Dream College
Standards
COMMON CORE
Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
Speaking/Listening
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
Theme
Essential
Questions
2 – Un evento especial (en COSTA RICA)
November – December (5 weeks)
- Using reflective
verbs, how can
we analyze the
importance of
having a daily
personal routine?
- In what way do
people in Costa
Rica prepare for
special events
using “ser” and
“estar” together?
- How do we
negotiate buying
and selling items
using
demonstrative
adjectives?
AIMs
- Explain how
we routinely get
ready to start
the day.
- Describe
clothes and
fabrics in Costa
Rica.
- Use terms of
buying and
selling.
- Explore the
influence of
consumerism in
modern culture
and fame.
Skills
Grammar:
2A: ¿Cómo te
preparas?
- Verbs and
expressions that use
the infinitive
- Reflexive verbs
- The verbs “ser” and
“estar” together
- Possessive
adjectives
2B: ¿Qué ropa
compraste?
- Cardinal numbers
- Preterite of regular
verbs
- Demonstrative
adjectives
- Using adjectives as
nouns
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
Assignments
2A: ¿Cómo te preparas?
- Daily routine
- Personal hygiene and
related items
Activities:
- Costa Rica: Overview
- Cherades: “Daily
Routine”
- Celebrity Fashion
Critique
- Poem: Mi estilo: “Asi
soy yo”
- Costa Rica: Celebrations
- Cartoon strip: My typical
day
2B: ¿Qué ropa
compraste?
- Cardinal numbers
- Expressions used while
Shopping
- Clothing and fabrics
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
2A: - Verbs and
expressions that use the
infinitive
- Reflexive verbs
- The verbs “ser” and
“estar” together
- Possessive adjectives
2B:
- Cardinal numbers
- Preterite of regular verbs
- Demonstrative adjectives
- Using adjectives as nouns
Unit project: 100 points
- 2: Fashion Show
Standards
COMMON CORE
Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
Speaking/Listening
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
whether and how well a message is received.
Theme
Essential
Questions
- Using preterite
verbs, how can
we discuss
community
leaders who
have stood out in
Cuban history?
3 – Tu y tu comunidad (en CUBA)
December – January (5 weeks)
- How does the
government
regulate public
services?
- How can we
contribute to our
community in
positive ways
using direct
object pronouns
and the present
progressive?
AIMs
- Explore the
history of Cuba
and its important
leaders.
- Identify ways
to improve
public services in
our communities.
- Talk about how
we can be
helpful citizens in
bringing about
change for our
communities.
Skills
Grammar:
3A: ¿Que hiciste
ayer?
- Telling time
- Direct object
pronouns
- Irregular preterite
verbs: “ir” and “ser”
- Irregular preterite
verbs: “hacer”,
“tener”, “estar”, and
“poder”
3B: ¿Cómo se va…?
- The verbs “salir”,
“decir” and “venir”
- Direct object
pronouns “me” “te”
“nos”
- Irregular affirmative
“tu” commands
- Present progressive:
irregular forms
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
3A: ¿Que hiciste ayer?
- Sports objects
- Household objects
3B: ¿Cómo se va…?
- Locations in the
neighborhood
- Local public figures of
your neighborhood
- Driving and road terms
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Cuba: Overview
- Clue: who is the
murderer, the weapon and
the room
- Acontecimiento: news
clip share
- Public Service
Announcement
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
3A:
- Telling time
- Direct object pronouns
- Irregular preterite verbs:
“ir” and “ser”
- Irregular preterite verbs:
“hacer”, “tener”, “estar”,
and “poder”
3B:
- Direct object pronouns
“me” “te” “nos”
- Irregular affirmative “tu”
commands
- Present progressive:
irregular forms
Unit project: 100 points
- 3: Research paper on
Cuba with PowerPoint to
accompany presentation.
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
Speaking/Listening
1. Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
Theme
Essential
Questions
4 – Recuerdos del pasado (en La Republica Dominicana)
January – February (5 weeks)
- Using the
imperfect tense,
how can we
discuss memories
that we carry
with us from
childhood?
- Using key
vocabulary, how
can we analyze
the reasons why
family
celebrations are
so important for
the Dominican
culture?
- How do we
interact without
families on
special occasions
using indirect
object pronouns?
AIMs
- Explain the
importance of
our childhood
memories in
forming out
current identities.
- Discuss the
culture of the
Dominican
Republic through
celebrations,
cuisine, and
family
relationships.
- Analyze the
way we interact
with our own
families on
special
occasions.
Skills
Grammar:
4A: Cuando éramos
niños
- Suffixes
(diminutives)
- The imperfect tense:
regular verbs
- The imperfect tense:
irregular verbs
- Indirect object
pronouns
4B: Celebrando los
días festivos
- The imperfect tense:
describing a situation
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
4A: Cuando éramos
niños
- Toys
- Childhood rearing
4B: Celebrando los días
festivos
- Familial occasions
- Family relationships
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- DR: Overview
- Song: voy, vas, va,
vamos, van
- Secret Pen Pal (letter
writing and exchange) “en
mi tiempo libre…”
- One Pager – Group
Work and Share Out
- Juan Luis Guerra: song
and lyrics
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
4A: Cuando éramos niños
- Suffixes (diminutives)
- The imperfect tense:
regular verbs
- The imperfect tense:
irregular verbs
- Indirect object pronouns
4B: Celebrando los días
festivos
- The imperfect tense:
describing a situation
Unit project: 100 points
- 4: Children’s Story:
Story-board or Fairy Tale
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
Speaking/Listening
1. Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
Theme
Essential
Questions
- Using the
imperfect tense,
how can we
discuss the
causes of some
natural disasters
that affect our
world, today?
5 – En las noticias (en COLOMBIA)
February – March (5 weeks)
- What
challenges has
Colombia faced
and what heroes
have stepped up
to help?
- Does the
government
have the right to
make life
decisions for a
citizen (medical)?
AIMs
- Analyze the
different manmade causes of
some of the
more destructive
natural
phenomena in
our world,
today.
- Explore
Colombia’s
history and some
remarkable
individuals that
have fought to
change it.
- Explain and
defend different
sides of specific
issues relating to
the right to life
and death.
Skills
Grammar:
5A: Un acto heroico
- The uses of “que” in
exclamations
- The imperfect tense:
other uses
- The preterite of the
verbs: “oir”, “creer”,
“leer”, and “destruir”
5B: Un accidente
- Irregular preterite:
“venir”, “poder”,
“decir” and “traer”
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
5A: Un acto heroico
- Natural disasters
- Neighborhood services
- Verbs of heroic nature
5B: Un accidente
- Accidents
- Medical conditions and
remedies
- Parts of the body
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Overview: Colombia
- Natural disasters –
causes and consequences
- Acontecimiento: news
clip share
- Medical diseases –
research and share
- Mar Adentro – movie
clips (on euthanasia)
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
5A:
- Expressions using “tener”
- The uses of “que” in
exclamations
- The imperfect tense:
other uses
- The preterite of the
verbs: “oir”, “creer”,
“leer”, and “destruir”
5B:
- Irregular preterite:
“venir”, “poder”, “decir”
and “traer”
Unit project: 100 points
- 5: Debate (euthanasia)
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
Theme
Essential
Questions
AIMs
Skills
Grammar:
- Using “gustar”,
how can we
analyze the
ways in which
sports define a
nation’s identity?
6 – La televisión y el cine (en PERU)
April - May (5 weeks)
- What are
some of Peru’s
most important
sports and
athletic figures
using the indirect
object pronouns?
- Using key
technical terms,
how can we
discuss the
efficacy of
movies and their
rating systems?
- Express the
importance of
sports in national
identify and
pride.
- Explore Peru’s
indigenous and
contemporary
sports and
sporting figures.
- Understand the
purpose of a
rating system
and explore its
pros and cons.
6A: ¿Viste el partido
en la televisión?
- Verbs like “gustar”
- Preterite of –ir
stem-changing verbs
- Other reflexive
verbs
6B: ¿Qué película has
visto?
- Verbs that use
indirect object
pronouns
- The present perfect
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
Assignments
6A: ¿Viste el partido en
la televisión?
- Sports
- Fan terminology
Activities:
- Overview: Peru
- Acontecimiento: news
clip share
- Peru – soccer frenzi
- Movie Industry - Group
Representations:
development over time
(silent B&W to IMAX)
- Tomates Podridos (rotten
tomatoes) – live movie
critique
6B: ¿Qué película has
visto?
- Movie genres
- Casting terminology
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
6A: ¿Viste el partido en la
televisión?
- Verbs like “gustar”
- Preterite of –ir stemchanging verbs
- Other reflexive verbs
6B: ¿Qué película has
visto?
- Verbs that use indirect
object pronouns
- The present perfect
Unit project: 100 points
6: Film preview – via film,
recording or movie-maker
(with voice-over)
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
whether and how well a message is received.
Theme
Essential
Questions
AIMs
Skills
Grammar:
- Using key
vocabulary, how
can we discuss
the cultures that
have influenced
Bolivian cuisine?
7 – Buen provecho (en BOLIVIA)
May - June (5 weeks)
- How does
culture influence
cuisine?
- Why is cooking
an important
part of a
nation’s cultural
roots using
commands?
- Share and
follow recipes
- Plan a picnic.
- Connect
components of a
country’s cuisine
to events of
historical
significance.
7A: ¿Cómo se hace la
paella?
- Verbs with irregular
“yo” forms
- Negative “tu”
commands
- The impersonal “se”
7B: ¿Te gusta comer
al aire libre?
- “Usted” and
“ustedes” commands
- Uses of “por”
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
7A: ¿Cómo se hace la
paella?
- Kitchen utensils
- Cooking terminology
and tools
7B: ¿Te gusta comer al
aire libre?
- The outdoors
- Picnic foods and
condiments
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Overview: Bolivia
- Bolivian cuisine
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
7A: ¿Cómo se hace la
paella?
- Verbs with irregular “yo”
forms
- Negative “tu” commands
- The impersonal “se”
7B: ¿Te gusta comer al
aire libre?
- “Usted” and “ustedes”
commands
- Uses of “por”
Unit project: 100 points
7: Cooking Show
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
whether and how well a message is received.
Theme
Essential
Questions
8 – Como ser un buen turista (en CHILE)
¿?
- Using the
present
subjunctive, how
can we discuss
the reasons
behind the act of
travelling?
- Using key
vocabulary
terms, how do
we analyze the
ways in which
politics and
economics affect
travel?
- How do we
prepare to be
responsible
travelers?
AIMs
- Identify the
multiple
professional and
personal reasons
why people
travel.
- Find
information
regarding
important
economic and
safety issues that
may affect one’s
travel.
- Make
reservation and
travel
arrangements
over the phone.
Skills
Grammar:
8A: Un viaje en avión
- The infinitive in
verbal expressions
- The present
subjunctive
- Irregular verbs in
the subjunctive
8B: Quiero que
disfrutes de tu viaje
- Present subjunctive
with impersonal
expressions
- Present subjunctive
of stem-changing
verbs
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
8A: Un viaje en avión
- Transportation
- Planning a voyage
8B: Quiero que disfrutes
de tu viaje
- Planning a vacation
- Being a tourist
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Chile: Overview
- Pablo Neruda: poem
share (readings and
analysis)
- La Patagonia: design a
nature tour itinerary
- Research Scope: Identify
rules and regulations for
domestic and International
travel.
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
8A: Un viaje en avión
- The infinitive in verbal
expressions
- The present subjunctive
- Irregular verbs in the
subjunctive
8B: Quiero que disfrutes
de tu viaje
- Present subjunctive with
impersonal expressions
- Present subjunctive of
stem-changing verbs
Unit project: 100 points
8: Plan a vacation!
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
whether and how well a message is received.
Theme
Essential
Questions
AIMs
Skills
Grammar:
9 – ¿Cómo será el futuro? (en ARGENTINA)
¿?
- How do we see
out youth culture
developing
professionally
for the future
using the future
tense?
- What affect
did “The Dirty
War” in
Argentina have
on its youth
culture and on
the potential for
their future?
- Using the
future tense, how
can we analyze
some of the
ways in which
we can help to
make the world
a better place?
- Explore the
strengths and
weaknesses of
the generation
preparing for
the job market.
- Discuss the
dictatorship in
Argentina and
the result of the
“disappeared”
children.
- Share our
potential to
change and
mold our society
in positive ways.
9A: ¿Qué profesión
tendrás?
- Verbs with spelling
changes in the
present tense
- The future tense:
regular verbs
- The future tense:
irregular verbs
9B: ¿Qué haremos
para mejorar el
mundo?
- The future: other
irregular verbs
- The present
subjunctive with
expressions of doubt
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
9A: ¿Qué profesión
tendrás?
- Professions
9B: ¿Qué haremos para
mejorar el mundo?
- Nature
- Resources
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Argentina: Overview
- The “Dirty War” graphic
organizers
- The Official Story –
movie clips
- Interviews with the
“disappeared” children,
letter responses
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Quizzes: 50 points each
9A: ¿Qué profesión
tendrás?
- Verbs with spelling
changes in the present
tense
- The future tense: regular
verbs
- The future tense:
irregular verbs
9B: ¿Qué haremos para
mejorar el mundo?
- The future: other
irregular verbs
- The present subjunctive
with expressions of doubt
Unit project: 100 points
9: Research Scope: Human
Rights Violations –
PowerPoint presentation
and teach class lesson
Standards
COMMON CORE
Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.