Please Note: This consensus map is a work in progress. We will continue to engage in conversations, reflection and revisions as we explore how
to more clearly align and articulate our Spanish consensus map.
Spanish – Level 2
8 units plus review
Essential Question (s):
How do we plan and organize an itinerary and activities
How do we develop a dialogue?
Theme/Unit
Content
1. Preliminary
Unit and Unit
One:
Travel and
Vacations, Foods,
and Spanish I
grammar
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2. Unit Two:
Daily Routines,
Sports and
Events, Body
Parts
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Use direct and
indirect object
pronouns
Travel and vacations
plans
Foods
Descriptions of
feelings
Personal activities
Adjectives and
descriptions of
persons
Daily routine
Some body parts
Reflexive verbs
Present progressive
verbs
Some past tense
verbs
Students can…
(I1, I2, P)
 Use direct and
indirect object
pronouns in a
sentence
 Plan a vacation
and travel plans
 Describe feelings
 Use adjectives to
describe
themselves and
others
 Ask about one’s
personal activities
Teaching Strategies
Resources
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Express ongoing
actions
Talk about their
daily routine
Talk about actions
and/or events in
past
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Describe a
student in class,
and a famous
person/s
Fill-in-the-blanks
with objects
and/or personal
activities
Simple Q&A’s
Describe feelings
in certain events
Develop travel
plans and a
family vacation
Simon says
Pictionary
pictures of
persons/body
parts
Note/present an
event (and
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I1-Interpersonal I2= Interpretive P=Presentational
Salt Lake City School District/WL Spanish/8/2011
Pictures of people
Pictures of travel
destinations
Express events in
past tense
Fill-in-the blanks
(with objects,
feelings, etc.)
Pictures of a
person/parts of a
body
Pictures/realia of
a sport/sporting
event
Realia
Assessment
Strategies (I1, I2, P)
 Dialogues
 Fill-in-the-blanks
 Picture
identification of
vacation and
travel words,
feelings,
emotions, etc.
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Dialogues
Charades
Daily descriptions
(Power Points,
etc.)
Verb conjugations
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3. Unit Three:
Clothes,
Shopping,
Market Items,
Courtesy and
Preferences
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4. Unit Four:
Modern and
Ancient
Civilizations,
Legend, Narrate
Past Events
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Demonstrative
adjectives &
pronouns
Clothes
Clothing fit and
fashion
Express preferences,
opinions, and
courtesy
Items found at a
market
Irregular past tense
verbs
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Identify body
parts
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Characters, parts, and
events of a legend
Characteristics of
ancient civilizations
City layout
Imperfect vs.
preterite
Irregular past tense
verbs
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Describe their
clothes
Plan a shopping
trip express a
courtesy/sies
Describe a
shopping trip to a
market
Express and
opinion/a
preference
Talk about a
legend
Narrate a simple
legend
Describe an
ancient
civilization
Draw or discuss a
city/layout
Compare/contrast
verbs in the two
past tenses
(imperfect and
preterite)
Use irregular past
tense verbs
Order a meal
Give a
compliment
Describe food
ingredients
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5. Unit Five:
Food
Preparations,
Ingredients,
Description of
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Ingredients in foods
Food preparations
Restaurant dishes
Ordering a meal(s)
Use of formal
Salt Lake City School District/WL Spanish/8/2011
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students describe
in past tense)
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Quack videos
PowerPoint
Simon says
Hypothetical
situations
(students express
and opinion, etc.)
Describe past
tense event(s)
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Realia
Clothing
Pictures of a
market/a store(s)
Charts of colors
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Power Points
Fill-in-the-blanks
Complete a
story/legend
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Books, stories
about a legend
Video/films on
ancient
civilizations
Realia
Pictionary
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Story Q&A’s
Complete/write a
legend or story
Verb conjugations
Realia
Simon says
Opposites
practice
Pictures of food
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Charades
Opposites
dialogues
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Order a meal in a
restaurant
Describe a meal
and its
ingredients
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I1-Interpersonal I2= Interpretive P=Presentational
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Dialogues
Write a story
about a
shopping/or
market trip
Verb conjugations
Foods, Table
Settings and
Restaurants
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6. Unit Six:
Movies, Movie
Premiere, Talking
on the
Telephone,
Invitations, and
e-mails
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7. Unit Seven:
School
Newspaper,
Extended Family,
Relationships,
Opinions and
Errands
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commands
Use of pronouns and
their placement
Affirmative-negative
words
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Set a table
Give/receive a
formal
command(s)
Prepare a meal
Use negative and
affirmative words
Describe a movie
set and persons
Extend an
invitation
Respond to an
invitation
Talk on the phone
Hold a phone
conversation
Send an email talk
about a movie
premiere
Use the
subjunctive tense
Give and receive
informal
commands
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Simon says
Charades
w/commands
Movie types
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 Develop a partial 
conversation or
Movie sets,
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email that
equipments, and
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students
persons
complete
Extending and
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 Extend an
responding to
invitation and
invitations
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students respond
Movie premier
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 Accept an
vocabulary
invitation and
Talking on the
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students develop
telephone
questions, etc.
Sending and receiving
 Give a scenario
email
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and students
Use of the
respond with
subjunctive tense
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subjunctive tense
Use of affirmative
and negative “tú”
commands
School newspaper
 Discuss issues of
 Bring up an issue 
importance and
so an opinion can 
Discussing important
express an
be expressed
issues
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opinion
 Identify an item
Expressing opinions
 Talk about a
and ask the name
Relationships
school
newspaper
of related item
Extended family
and related
 Identify a
members
matters
famous/well
Errands
 Identify extended
known person
Comparatives &
family
members
and ask for a
superlatives
I1-Interpersonal I2= Interpretive P=Presentational
Salt Lake City School District/WL Spanish/8/2011
ingredients and
meals
Realia
Quack videos
Charades
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Realia
Charts with
Por & para
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Fill-in-the-blank
(with por or para)
Dialogues and
email
conversations
Charades
Verb conugations
Compare/contrast
famous people or
classmates
Identify family
member via Q&A,
“hints,”, etc.
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More phrases with
subjunctive
Use of “por” and
“para”
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8. Unit Eight:
Recycling,
Environment,
Careers and
Professions, and
the Future
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Natural resources
Recycling
Environmental issues
Expressions of truth
and doubt
Professions and
careers
Impersonal
expressions
Future tense
Review of pronouns
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Talk about
errands, pets, and
other people
Compare and
contrast people,
things, adjectives
Use por and para
correctly
Express the name
of a career
Identify
environmental
issues and
responsibilities
Identify natural
resources
Express types of
recycling/material
Use impersonal
expressions
Use future tense
and pronouns
comparison or
superlative
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Identify
professionals and
careers via hints
to students
Discuss recycling
and environment
Q&A using future
tense
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I1-Interpersonal I2= Interpretive P=Presentational
Salt Lake City School District/WL Spanish/8/2011
Realia
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Charts
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Compare/contrast
use of subjunctive 
vs. indicative
tense via Power
Point, charts
Pictionary
Compare/contrast
tenses
Verb conjugations