Curriculum - penargylschooldistrict.org · Remediation: Questions and answers, reflection, teacher...

Curriculum

Spanish 2 – Pen Argyl Area School District

Kaitlin M. Lutz – April, 2016 with contributions from R. Scott Poppele

Subject Area: Spanish 2

Overview: Spanish 2 continues to focus on reading, writing, listening, and speaking skills for basic communication in Spanish. Topics include vocabulary, grammatical structures, pronunciation, reading in the target language and the forming of sentences and questions while focusing on primarily the communicative aspects of the language.

Culture, a necessary component of language learning, will be provided in short, target language passages in which students will learn and master target language reading skills while learning about Spanishspeaking countries in Latin America and Spain. Vocabulary related to several important and useful topics will be presented, practiced and used.

Grammar, a necessary component of the language, will be practiced and assessed through a variety of differentiated activities and products focussing primarily on reallife language use. Spanish 2 will review the present tense from Spanish 1, add a few more present tense irregular verbs, and then focus primarily on beginning to learn the past tense.

Spanish 2 Pen Argyl Area School District Curriculum Page | 2

Unit 1 – Repaso Fundamental Communication Skills

Unit Outcomes: Students will hold very basic conversations using stock phrases and previously learned vocabulary. They will be able to communicate the time, weather, date, and season. They will ask and answer questions with their peers in the target language. Essential Outcome and Related Standards: A. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to classroom activities, commands, and objects. B. Students will pronounce letters and words correctly in Spanish. C. Students will greet others, express themselves politely using common courtesy words and phrases, and say goodbye. D. Students will recognize, use, and recall common stock phrases to ask and give people’s names. E. Students will recognize, use, and recall the months of the year, seasons, and days of the week. F. Students will recognize and use numbers 11,000,000. G. Students will ask for and express dates in full sentences. H. Students will ask what time it is and ask what time an event occurs. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will hold a dialog in which they say hello, ask how they are, and say good bye. B. Students will hold a dialog in which they ask each other their names. C. Students will create a schedule of their day and write what time they have each class. D. Students will follow commands related to common classroom commands (such as stand up, take out your notebook, open to page 300, etc). E. Students will engage in discussion in which they answer the current time and date. F. Students will reinforce their knowledge using writing, listening, and reading activities related to the content. Remediation: Questions and answers, reflection, teacher discussion Enrichment: Internet research and activities, questions and answers, additional vocabulary words upon need/desire Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral question and answer


Resources and Materials: Teacherdeveloped materials, Internet materials, Así se dice textbook, computers/Chromebooks, computer/projector


Unit 2 – Repaso de los Adjetivos Personales Unit Outcomes: Students will identify and describe themselves and others using vocabulary

of nationalities, physical descriptions, and personality traits, and they will name and describe classes taken at school.

Essential Outcome and Related Standards: A. Students will identify and describe people and things using the verb ser in both positive and negative statements (ser/no ser), and they will understand and use the appropriate level of formality when addressing someone directly (tú/usted). B. Students will tell what subjects they take in school and express opinions about them. C. Students will understand the nature of nouns, definite and indefinite articles, and adjectives (including nationalities, colors), define each, and use them in context. D. Students will define and list subjects, pronouns, subject pronouns, verbs and conjugation and use the verb ser in descriptions, associating subjects and subject pronouns to conjugated forms of the verb ser. E. Students will express likes and dislikes pertaining to a singular items (gusta) and individuals (me/te/le) in terms of school subjects and common hobbies. F. Students will learn common question words (quién, qué, dónde, cuándo, por qué, cómo) and ask and answer questions with them using previous and current vocabulary. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to describing oneself and liking and disliking things, as well as school subjects and hobbies using Internetbased flashcards, games, and drilling activities, using practice worksheets, engaging in oral and listening exercises, dramatization, responding to TPR, oral question and answer and classroom discussion. B. Students will create a graphic organizer for the verb ser. C. Students will properly use definite and indefinite articles when using written and spoken nouns. D. Students will properly use the verb ser to describe their friends and themselves in an essay in the target language. Remediation: Textbook exercises, practice worksheets, Quizlet’s flashcards and games, workbook exercises, listening exercises, computerbased exercises and feedback, videos, and engaging in reading, writing, listening, and speaking exercises including conversing with classmates,


Enrichment: Computerbased activities and games, partner/wholeclass games, online activities including Glencoe and other sources, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, speaking dialogs available in multiple dialects Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, question and answer, written works Resources and Materials: Así se dice eTextbook, Glencoe eWorkbook, manipulatives, practice exercises, puzzles, dialogs, computer with projector, computers/Chromebooks


Unit 3 – Repaso La Familia y Casa Unit Outcomes: Unit Outcome:Students will be able to describe their families and their homes and compare their own family traditions with common family customs in the Spanishspeaking world. Essential Outcome and Related Standards: A. Students will be able to describe and talk about their families, family members and pets, relationships between family members, their homes, types of homes, and rooms, fixtures and furniture in the target language. B. Students will continue to conjugate ar, er, and ir verbs, as well as ser and tener and use it in their speaking and writing. C. Students will be able to use shortform possessive adjectives. D. Students will use “de” to describe ownership and possession. E. Students will evaluate, interpret, answer, and discuss questions on the current topic. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will create graphic organizers for the verb tener and er, ir, ar verbs in the present tense to be used in later exercises. B. Students will answer questions related to a fictional family tree using the verb tener and vocabulary related to families. C. Students will describe items that are theirs and describe items that are someone else’s using current and past vocabulary and possessive adjectives. D. Students will label the rooms of a house in the target language using a given diagram. E. Students will write what commonly happens in each room of the house using current and previous vocabulary. F. Students will practice answer questions both orally and written using textbook exercises, interactive web based textbook activities, class discussion, and worksheets. Remediation: Textbook exercises, practice worksheets, Conjuguemos for verb drilling, oral exercises, workbook exercises, listening exercises, Quizlet; computerbased exercises and feedback, videos, and engaging in reading, writing, listening, and speaking exercises including conversing with classmates. Enrichment: Computerbased activities and games, partner/wholeclass activities and games, online activities including Glencoe and other sources, Internet practice exercises and


enrichment activities, chapter audio and video with accompanying comprehension activities, and additional desired vocabulary. Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, question and answer. Resources and Materials: Así se dice eTextbook, Glencoe eWorkbook, manipulatives, practice exercises, puzzles, dialogs, worksheets, graphic organizers, computer with projector, computers/Chromebooks.


Unit 4 – Repaso La Escuela y Después Unit Outcomes: Students will be able to distinguish between speaking formally and

informally in Spanish, and they will be able to express what they do, use, carry, and wear in school classes and after classes.

Essential Outcome and Related Standards: A. Students will converse about what they do during school and after school using the verbs ser and estar properly. B. Students will be able to differentiate between the uses of ser and estar in written works. C. Students will ask and respond to questions pertaining to school and clothing vocabulary. D. Students will properly form contractions when appropriate in writing and speaking. E. Students will be able to tell where they go and what they give using the verbs dar and ir. F. Students will be able to describe their location and their temporary conditions using estar. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will describe the events that take place during their school day and after school using their unit vocabulary related to classes and activities. Students will engage in speaking, reading, writing, question and answer, and listening exercises to practice. B. Students will practice differentiating between ser and estar by playing games, using the white boards, worksheets, class discussion, and question and answer sessions. C. Students will ask and respond to questions pertaining to their in school and after school activities through identifying known vocabulary, class discussion, group work; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. D. Students will create graphic organizers for the verbs estar, ir and dar to add to their verb folders in order to memorize their verb conjugations. Students will further practice these conjugations through worksheets, question and answer, white boards, games, the “verb dice”, conjuguemos, and online workbook activities. Remediation: Textbook exercises, graphic organizers, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computerbased exercises and feedback, videos, and engaging in reading, writing, listening, and speaking exercises including conversing with classmates. Enrichment: Computerbased activities and games, partner/wholeclass activities and games, additional vocabulary and phrases upon need, online activities including Glencoe and other sources, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities. Spanish 2 Pen Argyl Area School District Curriculum Page | 9

Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, question and answer. Resources and Materials: Así se dice eTextbook, Glencoe eWorkbook, manipulatives, practice exercises, puzzles, dialogs, worksheets, graphic organizers, computer with projector, computers/Chromebooks.


Unit 5 – Repaso En el Restaurante

Unit Outcomes:Students will be able identify foods and beverages and describe meals and activities related to eating at a café, including finding a table, ordering, and paying. Essential Outcome and Related Standards: A. Students will be able identify foods and beverages and describe meals and activities related to eating at a café, including finding a table, ordering, and paying. B. Students will discuss eating habits while using regular –ER and –IR verbs and expressions with the infinitive (acabar de, tener que, ir a). C. Students will understand and use multipleverb structures in which the first verb is conjugated and the second verb within the same clause is in the infinitive form. D. Students will recall and use common expressions with tener in context. E. Students will evaluate, interpret, answer, and discuss questions on the current topic. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able identify foods and beverages and describe meals and activities related to eating at a café, including finding a table, ordering, and paying by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. B. Students will discuss eating habits while using regular –ER and –IR verbs and expressions with the infinitive (acabar de, tener que, ir a) by discussing and drilling infinitive expressions; comparing and contrasting the use of each expression; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will understand and use multipleverb structures in which the first verb is conjugated and the second verb within the same clause is in the infinitive form by discussing and drilling sentences with desear and similar verbs requiring a verb complement; comparing and contrasting each expression with English usage; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will recall and use common expressions with tener in context by discussing and drilling infinitive expressions; comparing and contrasting the use of each expression; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. E. Students will evaluate, interpret, answer, and discuss questions on the current topic using vocabulary and grammar under study through modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools.


Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computerbased exercises and feedback, computerbased flashcards and games, videos, computerbased vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video

Enrichment: Computerbased activities and games, partner/wholeclass games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs

Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral/written dialog. Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, practice exercises, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets


Unit 6 – Los Deportes

Unit Outcomes: Students will be able to describe soccer, baseball, basketball, and tennis

equipment and activities while specifying activities that they want and/or prefer to do and expressing what interests, bores, and pleases them.

Essential Outcome and Related Standards: A. Students will be able to describe soccer, baseball, basketball, and tennis equipment and activities. B. Students will use stemchanging verbs (–AR, –ER and –IR) to specify activities that they want and/or prefer to do. C. Students will use indirect object pronouns to define what pleases, bores, bothers, and interests them. E. Students will evaluate, interpret, answer, and discuss questions on the current topic. F. Students will read and discuss a passage about team sports and their fans in Hispanic countries. G. Students will read and discuss a passage about an important Hispanic sports figure: Roberto Clemente. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able to describe soccer, baseball, basketball, and tennis equipment and activities by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. B. Students will use regular –ER and –IR verbs to specify activities that they want and/or prefer to do by discussing and drilling new vocabulary; comparing and contrasting –AR verbs with –ER and –IR verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will define object pronouns and use indirect object pronouns and verbs like gustar to describe sports and related activities that interest, bore, and please them by discussing and drilling new vocabulary; comparing and contrasting the structure and use of gustartype verbs with other verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will use the present progressive form of –AR, ER, and –IR verbs to express what is happening at the present moment by discussing and drilling previous and new vocabulary; comparing and contrasting –AR verbs with –ER and –IR verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. E. Students will evaluate, interpret, answer, and discuss questions on the current topic Spanish 2 Pen Argyl Area School District Curriculum Page | 13

through modeling/imitation; reviewing and interpreting vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, diagramming, computerbased exercises and feedback, computerbased flashcards and games, videos, computerbased vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, peer assistance, study guide Enrichment: TPR/S, computerbased activities and games, partner/wholeclass games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, creating nametags, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, vocabulary categorization, manipulatives Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness and ability), cooperative work, oral/written dialog, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips, Quizlet, Conjuguemos


Unit 7 – El Bienestar

Unit Outcomes: Students will discuss their personality as well as others’ personalities. Students will express their temporary conditions such as tiredness and illness. Specifically, students will be able express pain, discomfort, and wellness and talk about their visits to the doctor. Students will understand the literary genre of the picaresque novel and read a famous short story El Periquillo Sarniento of that style. Essential Outcome and Related Standards: A. Students will be able to describe people’s personalities, health conditions, and emotions. B. Students will explain and discuss minor illnesses and talk about a doctor’s appointment. C. Students will compare and contrast the two verbs for “to be” (ser, estar) and use the verbs correctly in context. D. Students will define objects and pronouns, and they will use indirect object pronouns in context with verbs like gustar as well as dar, escribir, hablar and similar verbs to reflect the indirect recipient of a verb’s action. E. Students will recall and use expressions with tener to express emotion and state of being. F. Students will evaluate, interpret, answer, and discuss questions on the current topic. G. Students will read and discuss passages written in the Picaresque literary genre. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able to describe people’s personalities, health conditions, and emotions by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools and ordinal numbers first through tenth. B. Students will explain and discuss minor illnesses and talk about a doctor’s appointment by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools and ordinal numbers first through tenth. C. Students will compare and contrast the two verbs for “to be” (ser, estar) and use the verbs correctly in context through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of verb conjugations; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will define objects and pronouns, and they will use indirect object pronouns in context with verbs like gustar as well as dar, escribir, hablar and similar verbs to reflect the indirect recipient of a verb’s action through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of pronouns and verb conjugations;


engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. E. Students will recall and use expressions with tener to express emotion and state of being (tener miedo, tener ganas de, tener prisa, tener suerte, tener razón, tener sueño, tener hambre, tener sed) through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of pronouns and verb conjugations; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. F. Students will evaluate, interpret, answer, and discuss questions on the current topic using vocabulary and grammar under study through modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. G. Students will identify the characteristics of the “Picarro” character in Picaresque novels and compare the typical qualities of a picarro to those of the main character in El Picarro Sarniento. Students will apply reading skills in a second language to understand the story line. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computerbased exercises and feedback, computerbased flashcards and games, videos, computerbased vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, peer assistance, study guide

Enrichment: TPR/S, computerbased activities and games, partner/wholeclass games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, manipulatives

Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative and ability), cooperative work, oral/written dialog, unit family tree project or similar project, essay/composition

Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, Internet clips


Unit 8 – De Vacaciones

Unit Outcomes: Students have the ability to discuss their vacations both summer and winter. They will also closely observe vacation habits of kids in Argentina as well as the weather trends in that area. Students will begin to be able to write certain verbs in the preterit tense. Students will read about vacations in Southern Spain, primarily in the Costa del Sol area and the weather related to that area. Students will also use their weather related vocabulary to talk about seasons in the southern hemisphere as they are related to the seasons here. Essential Outcome and Related Standards: A. Students will learn to talk about winter and summer weather in the target language while beginning to use the preterite tense. B. Students will discuss summer and winter activities in the target language by using the present and preterite tenses. C. Students will identify the region in Southern Spain known as Costa del Sol. D. Students will discuss the weather and activities available in Costa del Sol. E. Students will discuss the opposite seasons in the northern and southern hemispheres and how it relates to weather and their school breaks. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will drill with ar preterite verb endings by reciting out loud, using online activities such as conjuguemos, completing gallery walks, playing verb conjugating games, worksheets, graphic organizers and individual white boards. B. Students will be able to ask and answer questions about summer and winter vacations. This will be practiced through oral question and answer, written question and answer through both online and paper mediums, and partner work. C. Students will be able to use the preterite of ir & ser to tell where they went and who or what things were by using oral exercises, listening exercises through the book, listening practice through the instructor’s speech, and drilling using worksheets, conjuguemos, gallery walks, graphic organizers and individual white boards. D. Students will learn about and discuss the southern region of Spain known as Costa del Sol while using weather related vocabulary to talk about it. They will read a selection from Así Se Dice about activities in weather in that area of Spain. E. Students will read a selection called Julio en Argentina from Asi Se Dice in order to find out more about weather in different hemispheres of the Earth. Students will use a graphic organizer and reading comprehension skills to understand and analyze the selection. They will then answer written questions on the topic. F. Students will practice vocabulary related to summer and winter activities through worksheets, games, learning stations, and use alongside of the activities related to the above grammatical topics. Remediation: Questionandanswer modeling, textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises;


computerbased exercises and feedback, computerbased flashcards and games, videos, computerbased vocabulary and concept reinforcement through studystack.com, diagramming, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, individual instruction, study guide Enrichment: TPR/S, computerbased activities and games, partner/wholeclass games, online Glencoe activities, Internet practice exercises and enrichment activities, diagramming, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, quizlet.com Assessment Criteria: Written and oral quizzes and tests, participation (readiness and ability), cooperative work, essay/composition, written and oral dialog Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, explanatory handouts, Internet clips


Unit 9 – En el Tiempo Libre

Unit Outcomes: Students will discuss cultural events that they enjoy with their friends and family during their free time. They will learn the Spanish language needed to discuss parties, concerts, films, and museum visits. They will begin to discuss what they did over the weekend in their free time using the preterit tense. Essential Outcome and Related Standards: A. Students will converse in the target language about what they do in their free time such as parties, concerts, art museums, and films. B. Students will talk about what they did in the past tense using verbs that end in er and ir in the target language. C. Students will express orally what they never do and what they always do using proper grammar structure and conversational skills. D. Students will analyze a text about Hispanic Art and discuss Hispanic art including the painting “Zapatistas” by Orozco and the brief history behind Emiliano Zapato’s role in the Mexican Revolution. E. Students will read and analyze a text about Guatemalan and Andean music and the instruments used by those cultures. National Standard(s): 2.1, 2.2; 3.1, 3.2; 4.1, 4.2; 5.1, 5.2 Content and Instructional Activities: A. Students will drill with ar preterite verb endings by reciting out loud, using online activities such as conjuguemos, completing gallery walks, playing verb conjugating games, worksheets, graphic organizers and individual white boards. B. Students will be able to ask and answer questions about what they do in their free time. This will be practiced through oral question and answer, written question and answer through both online and paper mediums, and partner work. C. Students will be able to use the preterite of dar & ver to tell what they heard and/or saw by using oral exercises, listening exercises through the book, listening practice through the instructor’s speech, and drilling using worksheets, conjuguemos, gallery walks, graphic organizers and individual white boards. D. Students will read the given text in Asi Se Dice. They will identify cognates, unknown words, define unknown words and use this information to read and translate the story. Students will then take that information to understand Latin American art, history and music. Remediation: Practice worksheets, maps mnemonic devices to memorize the names and locations of the countries, notes taking during other students’ presentations, computerbased exercises and feedback Enrichment: Computer games, exercises and feedback; partner games; drills with blank maps; review games; videos and other presentation (e.g., PowerPoint) media, study guide


Assessment Criteria: Written test on Spanishspeaking countries, maps, and facts, and class participation, tour itinerary project Resources and Materials: Así Se Dice textbook, activity worksheets, UnitedStreaming / DVDs, computer with projector, whiteboards and markers, speakers,


Unit 10 Verbos Irregulares en el Pretérito

Unit Outcomes: Students will speak and write completely in the preterit tense using previous vocabulary and grammar topics from former units while incorporating new verb conjugations for irregular verbs. Students will tell about what the did last week, last summer, and when they were younger. Essential Outcome and Related Standards: A. Students will be able to speak in the preterite past tense. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2 Content and Instructional Activities: A. Students will kinesthetically use a “march” to help them remember the yo forms of preterite irregular tenses. From the march, they will add each march to a graphic organizer for future reference. Students will write and perform a dialog based on a topic of their own in the past tense. B. Students will write a paragraph describing a picture in the past tense. C. Students will write a story about something they have done in the past. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, computerbased exercises and feedback, computerbased flashcards and games, videos, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, and graphic organizers Enrichment: TPR/S, computerbased activities and games, partner/wholeclass games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, dramatizations, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, vocabulary categorization, manipulatives Assessment Criteria: Written and oral quizzes and tests, dialog (written and oral), participation (readiness and ability), cooperative work, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, graphic organizers, dialogs, computer with projector, computers/Chromebooks, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips


Unit 11 – El Supermercado y las Tiendas

Unit Outcomes: Students will discuss buying clothing and food while shopping in malls and grocery stores. Students will compare shopping for groceries in Spanish speaking countries and the United States. Students will do this using comparatives and superlatives in the target language. Essential Outcome and Related Standards:

A. Students will talk about shopping in the target language. B. Students will compare items with each other in the target language. C. Students will tell what is the best, worst, oldest, and youngest in the target language. D. Students will tell who and what they know as well as what they know how to do using

the correct forms of saber and conocer. E. Students will talk about what is occurring right now by using the present progressive

tense. F. Students will use the metric units of measurement when ordering groceries as well as

the Euro as they do in Spain. G. Students will talk about native crafts and markets in Latin America and compare them

with shopping in the United States. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will practice vocabulary related to supermarkets and outdoor markets. Practice will occur through worksheets, question and answer, vocabulary stations, games, and online activities. B. Students will learn the grammatical structures for comparing two items in Spanish. They will practice by comparing items orally, written through worksheets and online questions, and by listening to comparisons in the target language. C. Students will use “mejor, peor, mayor, and menor” through irregular grammar rules to describe who and what are the best, worst, youngest, and oldest in the target language. Students will use formulas to form these sentences and will practice both orally and on paper. D. Students will properly use saber and conocer and their irregular conjugations in the present tense through a graphic organizer, practice worksheets, crossword puzzles, and question and answer. E. Students will receive notes on how to form this tense and add it to their verb folders. Students will look around the classroom and talk about what is happening right now. Students will later complete an essay in which they describe what is happening right now according to a picture given to them. F. Students will learn about the units of measure used in grocery stores in Spain and how they are converted to pounds and ounces. Students will simulate lifelike conversations in a grocery store between a store employee and a customer while pretending to buy fruit. G. Students will read an excerpt on markets in Latin America and their goods from the Asi Se Dice textbook. Students will use previously learned reading skills to pick out cognates, identify unknown words, and read the passage in Spanish. Students will then answer Spanish 2 Pen Argyl Area School District Curriculum Page | 22

questions on the passage in the target language. Remediation: Textbook exercises, practice worksheets, graphic organizers, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, diagramming, computerbased exercises and feedback, computerbased flashcards and games, videos, computerbased vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, peer assistance, study guide Enrichment: TPR/S, computerbased activities and games, partner/wholeclass games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, creating nametags, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, vocabulary categorization, manipulatives Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness and ability), cooperative work, oral/written dialog, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips


Unit 12 Los Días de Fiesta

Unit Outcomes: Students will be able to identify and describe important cultural holidays in and around the Spanishspeaking population of the world and the traditions associated with them. Note: Components of this unit may be covered and assessed progressively throughout the first three main textbook units rather than as a single and separate unit. Essential Outcome and Related Standards: A. Discuss and describe customs and traditions associated with major holidays celebrated in the Spanishspeaking world. B. Compare and contrast holidays celebrated in the US and the Spanishspeaking world C. Students will gain an appreciation and respect for different components of Spanish culture, including but not limited to history, government, customs, traditions, food, and language. They will also be taught about Spanish music, art, and religion and the role they play in Spanish culture. National Standard(s): 1.1, 1.2, 1.3; 2.1, 2.2; 3.2; 4.1, 4.2; 5.1, 5.2 Content and Instructional Activities: A. Describe customs and traditions associated with major holidays celebrated in the Spanishspeaking world, focusing on: El Día de Todos Los Santos , El Día de los Difuntos (Muertos), La Navidad; El Día de los Reyes Magos; El Día de San Valentín; La Pascua Florida, La Semana Santa; research and discuss customs; read, discuss, and analyze texts B. Compare and contrast holidays celebrated in the US and the Spanishspeaking world: El Día de Todos Los Santos / El Día de los Difuntos / El Día de los Muertos and Halloween; La Navidad/ El Día de los Reyes Magos and Christmas; El Día de San Valentín and Valentine’s Day; La Pascua Florida / La Semana Santa and Easter; read, discuss, and analyze texts; present comparisons graphically. Remediation: Readings from books and/or the Internet, fact worksheets, group discussions, PowerPoint presentations and exercises, computerbased exercises and feedback, videos, study guide Enrichment: Partner discussions, videos, puzzles, computerbased activities and games, partner/wholeclass games, supplementary vocabulary, manipulatives, Internet practice exercises and enrichment activities, worksheets Assessment Criteria: Project construction and/or presentation (greeting cards, posters, songs, and/or poems); worksheets, written and oral quizzes and tests, cooperative work, essay/composition


Resources and Materials: Books, Internet, worksheets, puzzles, construction paper, markers, rulers, scissors, glue; newspapers/magazines, computer projector in classroom, manipulatives, computer with projector, computers/Chromebooks, culture videos, Internet clips


Supplementary Suggested Topics The following topics will further enhance students’ readiness for Spanish 3 if

additional time allows for them:

Unit 13 – El Avión (Supplementary/Optional) Unit Outcomes: Students will learn and use vocabulary related to being in an airplane, boarding an airplane, and purchasing airline tickets. Students will learn the process of traveling internationally to a Spanish speaking country via airplane.

Unit 14 – La Rutina Diaria (Supplementary/Optional) Unit Outcomes: Students will talk about their daily routines using reflexive verbs. Students will learn and use verbs related to getting ready and performing your daily routine.

Unit 15 – La Literatura (Supplementary/Optional) Unit Outcomes: Students will read the literary works of El Cid, Iztaccihuatl y Popocatepetl, and La Camisa de Margarita in the target language. Students will improve their translating abilities. Students will also analyze each story in the target language.

Unit 16 – Language Arts Practice (Supplementary/Optional)

Unit Outcomes: Students will use a selection on Simon Bolivar, the family, and economics to support a cross curricular study in the target language. Students will use these selections to read and analyze information on family units, the economy and Simon Bolivar.


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