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Wethersfield Public Schools Course Outline

Course Name: Spanish II Department: World Language Grade(s): Grade 9, 10, 11, 12 Level(s): 1 and 2 Course Number(s): 53901 (level 1) and 54102 (level 2) Credits: 1.0 Course Description: 53901 Spanish II - Level 1 Prerequisite: Pass Spanish I with "C+" or better The student continues the development of the five basic skills in the language. The approach used is similar to that of Spanish I. The student gains greater proficiency at the Novice Level in all five language skills--listening comprehension, speaking, reading, writing and Hispanic culture. Students are encouraged to use Spanish to communicate as they participate orally in discussions. Class participation continues to be a key element of the course. Cultural focus: Mexico. 54102 Spanish II – Level 2 Prerequisite: Pass Spanish I with "C-" or better This course follows the basic curriculum of Level 1 with an emphasis on communication and culture. This course is designed for the student who has a strong interest in pursuing Spanish and who has attained a "C-" or better in Spanish I and teacher recommendation. Due to the difference in pace and content between levels 1 and 2, it would be difficult for a student to move into a level 1 sequence without additional course work. Required Instructional Materials: Exprésate 2, Humbach Velasco, 2006. (Holt, Rinehart and Winston) Revised/Approval Date: 2-21-14 Approved Administrative Team 2-26-14 Approved Student Programs & Services Meeting 4-1-14 Authors/Contributors: Laura DeMonte

Spanish II

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) The following foreign language standards are integrated throughout each unit but are not specified under the student objectives. CONTENT STANDARD 1: Communication (Interpersonal Mode) How do I use another language to communicate with others?

Students will: 9-12 (Advanced)

In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.

• Exchange information about current and past events, as well as aspirations in their personal lives and the lives of their friends, families and others within their community.

• Exchange information about international current events based on newspaper or magazine articles, television and radio programs, videos, films and Internet resources, and compare and contrast how information is reported in both the target and their native cultures.

• Participate in culturally appropriate exchanges that reflect social amenities such as expressing gratitude, extending and receiving invitations, apologizing and communicating preferences

• Work in groups to develop solutions to problems that are of contemporary or historical interest in both the target and their native cultures.

• Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.

• Share their personal reactions and feelings about authentic literary texts such as poems, plays, short stories and novels.

• Discuss their personal feelings and ideas with members of the target culture in order to consider alternate viewpoints.

• Employ rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts, to successfully communicate their messages.

CONTENT STANDARD 2: Communication (Interpretive Mode) How do I understand what others are trying to communicate in another language?


In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.

• Understand the main ideas and relevant details of extended discussions, lectures and formal presentations on topics related to daily life and/or historical or contemporary themes in the target culture.

• Understand the main idea or plot and relevant details or subplots of radio or television programs, films or other forms of media designed primarily by native speakers of the target language.

• Comprehend the main ideas and relevant details of live and recorded presentations of culturally significant songs, folk tales, plays, comedies and anecdotes.

• Recognize the characters and the significance of their roles when reading authentic literary texts and comprehend the main plot and relevant subplot(s).

• Comprehend the main ideas and significant details of full-length feature articles in newspapers, magazines and websites on topics of current or historical importance in the target culture.

Spanish II

CONTENT STANDARD 3: Communication (Presentational Mode) How do I present information, concepts and ideas in another language in a way that is understood?


In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.

• Prepare oral presentations and/or written summaries on topics of current or historical interest in the target language.

• Perform scenes from plays and/or recite poems or excerpts from short stories in the target language.

• Prepare oral and/or written analyses in the target language of the plot, character, descriptions and development, and themes found in authentic literary works, including poems, plays, short stories and short works of fiction or nonfiction.

• Describe, explain, express opinions about and analyze stories, plays, poems or other literature, as well as radio programs, music, films, art and websites.

• Write letters in the target language to peers in the target culture, describing and analyzing current events of mutual interest.

• Use a dictionary or thesaurus written entirely in the target language, as appropriate, to select words for use in preparing written and oral reports.

CONTENT STANDARD 4: Cultures How do I use my understanding of culture to communicate and function appropriately in another culture?


In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communication.

• Identify and analyze products and practices of the target culture (e.g., social, economic, legal and political), and explore the relationships between these products and practices and the perspectives of the culture.

• Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the larger community.

• Interact in a variety of cultural contexts that reflect both peer group and adult activities within the target culture, using the appropriate verbal and nonverbal clues.

• Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture.

• Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.

Spanish II

CONTENT STANDARD 5: Connections (Interdisciplinary Mode) How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines, and vice versa?


In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.

• Use information acquired from other school subjects to complete activities in the world language classroom.

• Acquire more complex and abstract information from a variety of authentic sources in the world language classroom and integrate it with other school subjects.

• Analyze the similarities and differences among sources, selecting the most appropriate information for specific purposes.

• Use new information and perspectives gained through world language study to expand their personal knowledge and interdisciplinary connections.

CONTENT STANDARD 6: Connections (Intradisciplinary Mode) How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me?


In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.

• Use multiple media resources to analyze aspects of the target culture(s) and apply their knowledge to new situations.

• Access and analyze materials, looking for sources of information for potential use in original work on the target language or culture(s).

Spanish II

CONTENT STANDARD 7: Comparisons Among Languages How do I demonstrate an understanding of the similarities, differences and interactions across languages?


In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.

• Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.

• Evaluate the style of a communicative interaction in the target language. • Cite evidence to support conclusions, distinguish between fact and opinion,

and connect new and previous learning both in written and oral communication.

• Read and comprehend longer, more complex texts in abridged and unabridged formats.

• Use a writing process in producing work that includes self-assessment and discussion with other students.

• Produce a range of written work that is coherent, accurate and representative of a variety of literary styles.

CONTENT STANDARD 8: Comparisons Among Cultures How do I demonstrate an understanding of the similarities, differences and interactions across cultures?


In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.

• Discuss and analyze different forms of communication across cultures such as signs, symbols, advertisements, displays, songs and rhymes.

• Compare and contrast the treatment of current issues across cultures by drawing

on authentic texts. • Analyze how other cultures view the role of the United States in the world

arena. • Use new information and perspectives to compare and contrast their experiences

with those of their peers in the target culture(s). • Use new and evolving information and perspectives to demonstrate

understanding of the similarities and differences across cultures. • Use new and evolving information and perspectives to identify universals of

human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.

• Evaluate the effectiveness of a communicative interaction based on cultural elements.

Spanish II

CONTENT STANDARD 9: Communities How do I use my knowledge of language and culture to enrich my life and broaden my opportunities?


In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.

• Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.

• Establish and/or maintain interpersonal relations with speakers of the target language via letters or e-mail and/or exchange programs.

• Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay.

• Use various media from the target language and culture for personal enjoyment.

• Read literature, listen to music and view films and websites in the target language for entertainment.

Spanish II

Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Enduring Understandings Essential Questions

• Learning a World Language opens doors to a greater variety of career options, increased lifelong learning opportunities, and enhanced leisure activities.

• As students increase their proficiency in another language, they acquire skills which empower them to gain knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.

• As the world moves toward a global community, it is increasingly important for World Language study to result in proficiencies that enable students to engage in conversations, interpret authentic materials, and recent concepts in a language other than their own.

• People use a variety of simple and complex structures to communicate the same thing.

• Effective communication uses appropriate vocabulary, correct language structure, and patterns.

• Language learning involves taking risks and learning from ones’ mistakes.

• Why is it important to communicate in another language?

• What is culture? • Why is it important to understand the

perspectives (value systems) of another culture?

• What can you read about in your World Language that you would not be exposed to in your native language?

• Where can you use the language other than the classroom?

• How can learning a World Language enrich your life?

• Why are specific vocabulary groups and language structures necessary for effective communication?

• How does word formation facilitate clear communication?

• How do sentence and paragraph formations facilitate language formation?

• Why is it important to take risks when speaking another language?

Objectives (skills) Leveling Key: ∆= L1 / * = L2 The student will: S.1. ∆*Maximize the use of the Spanish language. S.2. ∆*Hold conversations with peers and Spanish-speaking people whenever possible. S.3. ∆*Make formal and informal presentations to the class in Spanish. S.4. ∆*Listen with understanding to a variety of speakers. S.5. ∆*Compare target language and their own. S.6. ∆*Compare formal vs. informal/conversational language. S.7. ∆*Write formal and informal compositions on a variety of topics. S.8. ∆*Utilize strategies to read authentic literary text (i.e. dialogues, legends/fables, short stories) S.9. ∆Use information from the text to make predictions. S.10. ∆*Interpret spoken language from a variety of resources (i.e. video, audio) S. 11 ∆*Make connections between language and culture. S.11. ∆*Compare other cultures to provide connections, contrasts, and understanding. S.12. ∆*Appreciate the contexts in which the language occurs. S.13. ∆*Make current and historical connections to other disciplines. S.14. ∆*Use various technology tools to research and present in a variety of ways. Instructional Support Materials

Spanish II

Exprésate 1 and 2 textbook (Holt, Rinehart and Winston) o Exprésate 1 and 2 workbook/lab manual/video manual o Exprésate 1 and 2 Spanish audio program o Exprésate 1 and 2 video and DVD o Exprésate 1 and 2 overhead transparencies o Exprésate 1 and 2 situation cards kit o Exprésate 1 and 2 testing materials o Exprésate 1 and 2 online resources o Exprésate 1 and 2 realia o ¡Lee Conmigo! Reader for Spanish 1 and 2 (Holt, Rinehart and Winston) o Ven Conmigo 1 textbook and workbooks (Holt, Rinehart and Winston) o Ven Conmigo 2 textbook and workbooks (Holt, Rinehart and Winston) o Ven Conmigo 3 textbook and workbooks (Holt, Rinehart and Winston) o En Español 1 textbook and workbook, 1999 (McDougal Littell) o Leyendas mexicanas, Genevieve Barlow and William Stivers, 1996 (Glencoe McGraw-Hill) o La Catrina Video/DVD Program (Paso a Paso 2), David Curland; Myriam Met; et al, 1996

(Pearson Prentice Hall) o La Catrina Video Workbook, David Curland and Luis Verano, 1996 (Scott Foresman and

Company) o Spanish First Year Workbook, Stephen Levy and Robert Nassi, 1996 (Amsco School

Publications) o Spanish Second Year Workbook, Stephen Levy and Robert Nassi, 2001 (Amsco School

Publications) o Español en pareja, Michael Dreke/Wolfgang Lind/Margaret Schlubach-Ruping, 1991

(Langenscheidt KG Company) o Culture related videos o Dictionaries, maps and other realia o Helpful Internet sites

o http://go.hrw.com/gopages/wl-sp.html (online textbook) o http://www.discoveryeducation.com/ o http://studyspanish.com/ o http://www.youtube.com/ o http://www.quia.com/ o http://www.wordreference.com (online dictionary) o http://www.ux1.eiu.edu/~cfcca/gram.html o http://www.ux1.eiu.edu/~cfcca/acentos.html o http://www.indiana.edu/~call/ejercicios.html o http://www.colby.edu/~bknelson/SLC/index.php o http://www.bowdoin.edu/~eyepes/newgr/index.html o http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&langua

ge=spanish o http://www.webworkbooks.com/spanish/dictionary o http://atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/ o http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/ o http://www.hello-world.com/Spanish/index.php o http://www.online-stopwatch.com/ o http://www.spanishspanish.com/ o http://www.spanishspanish.com/nationalities/nationalities_intro_web.html o http://www.laits.utexas.edu/spe/siteindex.php

Spanish II

http://www.worldcat.org/search?q=au%3ACurland%2C+David.&qt=hot_author

http://www.worldcat.org/search?q=au%3AMet%2C+Myriam.&qt=hot_author

http://www.bookdepository.com/author/David-Curland

http://www.bookdepository.com/author/Luis-Verano

http://www.bookdepository.com/publishers/Addison-Wesley-Longman

http://go.hrw.com/gopages/wl-sp.html

http://www.discoveryeducation.com/

http://studyspanish.com/

http://www.youtube.com/

http://www.quia.com/

http://www.wordreference.com/

http://www.ux1.eiu.edu/%7Ecfcca/gram.html

http://www.ux1.eiu.edu/%7Ecfcca/acentos.html

http://www.indiana.edu/%7Ecall/ejercicios.html

http://www.colby.edu/%7Ebknelson/SLC/index.php

http://www.bowdoin.edu/%7Eeyepes/newgr/index.html

http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&language=spanish

http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&language=spanish

http://www.webworkbooks.com/spanish/dictionary

http://atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/

http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/

http://www.hello-world.com/Spanish/index.php

http://www.online-stopwatch.com/

http://www.spanishspanish.com/

http://www.spanishspanish.com/nationalities/nationalities_intro_web.html

http://www.laits.utexas.edu/spe/siteindex.php

Suggested Instructional Strategies • Power Point presentation • Teacher-student question and answer sessions • Drills • Pair work • Group work • Guest speakers • Interviews • Dialogues • Information-gap activities (partner A & B) • Debates • Video clips • Audio clips • Cultural videos • Articles • Internet research • Internet base activities (Exprésate, studyspanish, etc.) • Skype (calling someone in another country) • Sony soloist (Language Laboratory) • Movie maker • Inspiration • Food sampling • Charades (vocabulary drill) • Visual aids (transparencies, flash cards, power point lessons, video lessons, original artifacts, etc) • Music and dance • Games • Field trips

o Restaurants o Theaters o Museums

Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics)

• Teacher informal observation • Daily oral participation • Homework and brief writings related to lessons • Oral and written assessments • Language lab assessments • Oral and written quizzes and tests • Essay/Compositions • Oral and written responses of essential questions • Oral presentations • Group presentations • Computer project using Inspiration/Moviemaker/Power Point/etc. • 3D model presentation • Dialogues • Acting • Singing • Dancing

Spanish II

• Video productions • School Wide Rubrics:

o Effective Communication Rubric o Higher Order Thinking Skills o Problem Solving o Technology Skills

• World Language Rubrics: o Oral Rubric o Speaking Rubric o Written Rubric

Spanish II

Preliminary Unit: Unidad Preliminar Time Frame: early-mid September Length of Unit: 2 weeks Enduring Understandings Essential Questions



• Foreign language communication allows people to obtain information, express feelings and exchange opinions with others.

• People possess different personality traits that can be positive or negative.

• How does the use of correct grammar improve communication?

• How do Spanish and English grammar and mechanics differ?

• What is the power of knowing a foreign language?

• How do I state basic information and make simple requests in Spanish?

• What personal and classroom tools contribute to student success?

• What constitutes a positive versus a negative personality trait?

Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: P.1 ∆* Recall and communicate essential Spanish I information (i.e. greetings, numbers, times, seasons, weather, colors, emotions) P.2 ∆*Respond to and give classroom commands. P.3 ∆*Identify and utilize classroom survival phrases (i.e. Más depacio, Tengo una pregunta, ¿Puedo hablar inglés?) P.4 ∆*Formulate and respond to Spanish I review as well as new, more advanced personal questions (i.e. ¿De dónde eres? ¿Cómo te llamas? / ¿Hace cuánto tiempo que estudias el español? ¿Cuándo cumples años? ). P.5 ∆*Identify classroom tools and objects in the target language. P. 6 ∆*Examine oneself and others’ personality traits P. 7 ∆*Differentiate positive and negative personality characteristics. P.8 ∆*Utilize adjective agreement (number and gender) when describing people. Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8

• Also: o Videocultura Expresate 2, Chapter 2 –¿Cómo eres? o Paso a Paso 1 Textbook/Workbook, Communicative Activity 1-2 A/B, Myriam Met,

Richard Sayers and Carol Wargin, 2000 (Scott, Foresman and Company) o Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-

puzzlemaker/?CFID=12147966&CFTOKEN=59262361 ) o Short textbook readings describing peer-age individuals in Spanish-speaking countries

Suggested Instructional Strategies See page 9

Spanish II

http://www.discoveryeducation.com/free-puzzlemaker/?CFID=12147966&CFTOKEN=59262361


Suggested Assessment Methods See page 9-10

• Also o Culminating Performance Assessment Task(s):

Task 1: Write a short essay introducing yourself and your immediate family, including background, personality and interests.

Task 2: Perform a dialogue during which Student A and Student B ask and respond to review and new personal questions.

Spanish II

Unit 1: Las vacaciones (Vacation) Time Frame: mid-September to early October Length of Unit: 2-3 weeks Enduring Understandings Essential Questions



• Interpreting spoken language is essential to good communication.

• Travel deepens understanding of various cultures and increases language knowledge and proficiency.

• Spanish is spoken in multiple countries across the world.

• Nationality differs from ethnic background, and both influence daily life.

• The Spanish-speaking world is comprised of many different countries, each with their own culture.



• How does interpreting spoken language facilitate communication?

• What are the advantages of travel and study abroad?

• Where is Spanish spoken throughout the world?

• How does one’s nationality differ from ethnic background?

• How do I express my likes and dislikes? • What are the advantages or watching an

authentic video series in Spanish? • How is Mexican culture similar to and

different from American culture?

Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 1.1 ∆*Define and apply vocabulary related to vacation, including activities, transportation and sites of

interest 1.2 ∆*Identify and label the 20 Spanish-speaking countries on a world map 1.3 ∆*Indicate location of Spanish-speaking countries (estar + location) 1.4 ∆*Express adjectives of nationality corresponding to each Spanish-speaking country, as well as

oneself 1.5 ∆*Utilize adjective agreement (number and gender) when describing people, particularly

nationality/ethnicity 1.6 ∆*Distinguish nationality from ethnic background 1.7 ∆*Recognize various verbs of like/dislike (gustar, encantar, fascinar, interesar, odiar, etc) 1.8 ∆*Classify and apply regular (i.e. odiar) versus irregular (i.e. gustar) like/dislike verb construction 1.9 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 1.10 ∆Identify new vocabulary, main characters, and events from La Catrina 1.11 ∆Compare and contrast Mexican and American culture Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8 Also:

• Videocultura Exprésate 1, Ch. 10 ¿Adónde fuiste y qué hiciste la última vez que viajaste? • La Catrina episode 1 DVD and workbook activities • Map of the Spanish-speaking world

Spanish II

• Español en pareja workbook activity 2A &2B (Hablar de nombre, nacionalidad, y lugar de residencia)

• Exprésate 1 Chapter 10 ancillary materials (vacation transparencies, audio CD, etc) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-

puzzlemaker/?CFID=12147966&CFTOKEN=59262361 ) Suggested Instructional Strategies See page 9 Also:

• Power Point slideshow showcasing famous Hispanic figures; students identify their nationality aloud and in writing

• Vacation destination stations: Place pictures of varied vacation locales around the classroom; students can identify typical means of transportation, leisure activities conducted there, etc.

Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Describe your ideal vacation aloud and/or in writing, including location, activities

you like/dislike to do, means of transportation, etc. Display an illustration of the destination.

Spanish II



Unit 2: Las fiestas (Parties and Celebration) Time Frame: early October to early November Length of Unit: 1 month Enduring Understandings Essential Questions




• Special occasions are celebrated across the world in a variety of ways.

• Languages use different structures to communicate tense as well as differentiate between positive and negative expressions.





• How do people celebrate special events? • How do celebrations vary amongst

cultures? • How do I express past events? • How do I distinguish the past from the

present tense? • How do I distinguish positive and negative

expressions? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 2.1 ∆*Define and apply vocabulary related to parties and celebrations 2.2 ∆*Outline characteristics of a successful celebration 2.3 ∆*Compare and contrast celebrations and holidays in the U.S. and Spanish-speaking countries 2.4 ∆*Conjugate regular and irregular verbs (ir, ver, dar, ,ser, hacer) in the preterite (past) tense 2.5 ∆*Distinguish the present from the past tense 2.6 ∆*Recognize and utilize adverbial expressions of time indicating the past (i.e. el año pasado) 2.7 ∆*Identify and differentiate positive and negative expressions (i.e. algo – something vs. nada –

nothing) 2.8 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 2.9 ∆Identify new vocabulary, main characters, and events from La Catrina 2.10 ∆Compare and contrast Mexican and American culture

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8 Also:

• La Catrina episode 2 & 3 and workbook activities • Ven Conmigo 1 Videoclip De Antemano, Ch. 10 (Mexican celebration) • Ven Conmigo 1 Ch. 10 ancillary materials (workbook) • ¡Lee Conmigo! Reader for Spanish I “El cumpleaños de Manuel” comic/reading • Paso a Paso 1 Textbook/Workbook Activity 10-2 A & B (¿Qué hiciste ayer?)

Spanish II

• Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-puzzlemaker/?CFID=12147966&CFTOKEN=59262361 )

Suggested Instructional Strategies See page 9 Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Composition “Una fiesta inolvidable” (An Unforgettable Party): Write a 4

paragraph essay about a memorable past party. Use the preterite tense and include new party vocabulary terms, a variety of subjects and preterite time expressions.

Spanish II



Unit 3: La casa y los quehaceres (The house and chores) Time Frame: early November to early December Length of Unit: 1 month Enduring Understandings Essential Questions




• Household structures vary across the world. • Languages use different structures to

communicate tense and avoid repetition. • Most Spanish verbs follow patterns, while

some do not. • The Spanish-speaking world is comprised

of many different countries, each with their own culture.




• How do household structures differ across the world?

• What makes a household function well? • How do I express my family and household

obligations? • How do I communicate present day

activities? • How do I express how frequently an

activity is performed? • What distinguishes a conjugated verb from

its infinitive form? • What patterns are evident in present tense

Spanish verb construction? • How do I avoid repetition in written and

spoken word? • How does direct object pronoun placement

differ in Spanish and English? • What are differences between the present

and past tense? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 3.1 ∆*Define and apply vocabulary for the house and chores 3.2 ∆*Recognize differences in household structure in Spanish-speaking countries and the U.S. 3.3 ∆*Describe, illustrate and label floors and rooms in a house 3.4 ∆*Communicate household chores and obligations of oneself and family members 3.5 ∆*Review regular verb formation in the present tense (ar/er/ir verbs) 3.6 ∆*Learn and apply adverbial expressions of time in the present (i.e. siempre, de vez en cuando). 3.7 ∆*Recognize patterns and conjugate irregular verbs in the present tense (“-go” verbs: traer, poner, oír,

etc./ “-go” and stem change verbs: decir, tener/ and others: ver, dar) 3.8 ∆*Differentiate conjugated versus infinitive verb forms 3.9 ∆*Learn and apply the verb + infinitive construction (poder + infinitive, tener que + infinitive, deber

+ infinitive, etc.)

Spanish II

3.10 ∆Utilize single (conjugated) verb constructions and two verb (verb + infinitive) constructions in a single sentence

3.11 ∆*Locate the direct object in a sentence 3.12 ∆*Identify and utilize direct object pronouns in Spanish to avoid redundancy 3.13 ∆Distinguish direct object pronoun placement when using single (conjugated) verb constructions

vs. two verb (verb + infinitive) constructions 3.14 ∆*Compare and contrast placement of direct object pronouns in English and Spanish 3.15 ∆*Review preterite tense verb forms and uses 3.16 ∆*Recognize differences and construct verbs in the present and preterite tense 3.17 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 3.18 ∆Identify new vocabulary, main characters, and events from La Catrina 3.19 ∆Compare and contrast Mexican and American culture


• En Español 1 textbook reading/comic “Manolo el imposible” • En Español 1 audio/listening activities Unidad 5, Etapa 2 • La Catrina episode 4 and workbook activities • Español en pareja workbook activity 8A/8B “Preguntar por la hora y darla” (replace given verbs

with irregular present tense verbs related to chores/school) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Kinesthetic direct object pronoun activity: Cut up cards/paper to represent parts of a simple sentence (i.e. subject, verb/verb + infinitive, adverb) and direct object pronouns (lo/la, etc); students come to the front of the classroom holding the cards/paper and restructuring sentences by discarding the direct object (i.e.student holding card) and inserting a direct object pronoun (i.e. student holding card) in the correct loction.

• Charades: drill chore vocabulary Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Write a short composition about the household obligations of you and your

family, present and past. Use various subjects, the present tense, verb + infinitive constructions and adverbs of time to express typical daily chores. Also use the preterite tense to explain what chores you and others completed last week.

o Task 2: House and chore dialogue. Students A and B perform a dialogue in front of the class in which each student explains his/her household chores and asks the other for help in completing the chores. Students will employ typical phrases to greet, accept/decline and thank one other.

Spanish II



Unit 4: Los muebles (Furniture) Time Frame: early-late December Length of Unit: 3 weeks Enduring Understandings Essential Questions




• Household structures vary across the world. • Languages use different structures to

communicate tense and mood. • The Spanish-speaking world is comprised





• How do household structures differ across the world?

• What furniture items are typically included in various rooms of house?

• How do I describe the look and location of items in Spanish?

• How do the verbs ser and estar differ? • How to I give advice and orders? • How do I avoid repetition in written and

spoken word? • How do I combine direct object pronouns

with commands? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 4.1 ∆*Define and apply vocabulary for furniture and household structures (i.e. fireplace, stairs, wall,

ceiling) 4.2 ∆*Describe, illustrate and label furniture 4.3 ∆*Review the verb haber /“hay” to express there is/there are 4.4 ∆*Recall and extend knowledge of descriptive adjectives to express permanent characteristics 4.5 ∆*Learn and apply prepositions with the verb estar to express location (i.e. al lado de, cerca) 4.6 ∆*Manipulate objects to demonstrate knowledge of prepositions 4.7 ∆*Compare and contrast uses of ser and estar (to be) 4.8 ∆*Give instructions and advice to others. 4.9 ∆*Learn and apply regular and irregular, positive informal “tú” command constructions 4.10 ∆Combine direct object pronouns with positive “tú” command constructions 4.11 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 4.12 ∆Identify new vocabulary, main characters, and events from La Catrina 4.13 ∆Compare and contrast Mexican and American culture

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials

Spanish II

See page 8 Also:

• Various Ven Conmigo/Exprésate transparencies of household room with varied furniture • La Catrina episode 5 and workbook activities • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Partnered listening for information/furniture illustration: Students A describes a room of his/her house while Student B draws the room, and vice-versa. The student dictating then checks his partner’s illustration for accuracy. Use furniture vocabulary, ser and estar, positive commands, with and without direct object pronouns.

• Simon Says: Drill estar + preposition and commands by asking students to move a simple classroom tool (pencil, calculator, etc) to different locations.


• Culminating Performance Assessment Task(s): o Task 1: ¿Qué pasa en mi casa? Create an illustration of two rooms of your house. Label

the furniture with new vocabulary, and write a composition detailing the items in the rooms (description/location) as well as the typical activities in the rooms.

Spanish II



Unit 5: Los deportes (Sports) Time Frame: January Length of Unit: 2-3 weeks Enduring Understandings Essential Questions




• Sports transcend borders and promote cross-cultural understanding.

• Sports promote self-discipline and teamwork.

• Most Spanish verbs follow patterns, while some do not.





• How do popular sports vary worldwide? • How do worldwide sports and sports

competitions promote cross-cultural understanding?

• What elements contribute to the making of a successful athlete and/or team?

• How do regular and stem-changing verbs differ?

• What patterns are exhibited by stem-changing verbs in the present tense?

• How do stem-changing verbs differ in the present and past tense?

• What are the advantages or watching an authentic video series in Spanish?

• How is Mexican culture similar to and different from American culture?

Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 5.1 ∆*Define and apply vocabulary for sports, equipment, and events 5.2 ∆*Describe his/her involvement in sports, past and present 5.3 ∆*Express likes and dislikes regarding sports 5.4 ∆*Examine popular sports in Spanish-speaking countries 5.5 ∆*Compare and contrast sports in the U.S. and the Spanish-speaking world 5.6 ∆*Identify stem-changing e-ie/o-ue/e-i verbs 5.7 ∆*Recognize patterns in stem-changing verb conjugation 5.8 ∆*Recognize differences between regular and stem-changing verbs in the present tense 5.9 ∆*Conjugate stem-changing e-ie/o-ue/e-i verbs in the present tense 5.10 ∆Compare and contrast stem-changes in the present and past tense 5.11 ∆*Review vocabulary terms for numbers in Spanish. 5.12 ∆*Compare and contrast the use of numeric symbols in Spanish-speaking countries and the U.S. 5.13 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 5.14 ∆Identify new vocabulary, main characters, and events from La Catrina 5.15 ∆*Compare and contrast Mexican and American culture 5.16 ∆*Examine and describe basic Mexican geography, history, sites and culture

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2

Spanish II

Instructional Support Materials See page 8 Also:

• En Español 1 textbook/workbook activities Unidad 3, Etapa 2 (sports) • Various short readings/articles on popular sports in the Spanish-speaking world

(textbook/Internet, etc) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Realia: Bring varied sports equipment to class. Students identify objects, manipulate objects (commands), and answer related questions (What other equipment is needed? Where would a game/meet take place? etc)


• Culminating Performance Assessment Task(s): o Task 1: Create a poster/collage of your favorite sports figure or team. Use various

illustrations and write captions using new vocabulary and various stem-changing verbs. Present important information aloud to the class.

Spanish II



Unit 6: La niñez (Childhood) Time Frame: end January – early March Length of Unit: 5-6 weeks Enduring Understandings Essential Questions



• The past is connected to the present. • Childhood experiences vary amongst all

people and cultures. • Family plays a central role in one’s

childhood development. • Languages use different structures to

communicate tense and avoid repetition. • Most Spanish verbs follow patterns, while

some do not. • Interpreting spoken language is essential to

good communication. • The Spanish-speaking world is comprised





• What contributes to a memorable childhood?

• How does daily life differ from childhood to adulthood?

• How do I describe myself in the past? • How do I express past events? • How do I distinguish the past from the

present tense? • How do I express repetitive past events? • How do I differentiate various past

constructions in Spanish? • How do I avoid repetition in written and

spoken word? • How does direct and indirect object

pronoun placement differ in Spanish and English?



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 6.1 ∆*Define and apply vocabulary for childhood activities, hobbies, behavior, and personality 6.2 ∆*Review and apply adverbs of time related to the imperfect tense and emphasizing

repetition/frequency (i.e. siempre, a menudo, casi nunca, etc) 6.3 ∆*Identify and utilize introductory expressions related to childhood (i.e. De pequeño/a, Cuando era

niño/a) 6.4 ∆*Describe interests, likes/dislikes and behavior during one’s childhood 6.5 ∆*Conjugate regular and irregular (ir, ser, ver) verbs in the imperfect tense 6.6 ∆*Recognize differences between two past tenses: the preterite and the imperfect, including use, form

and key expressions of time 6.7 ∆Compare and contrast the present, preterite and imperfect tenses 6.8 ∆*Compare and contrast behavior and activities between childhood and teenage years 6.9 ∆*Learn and apply the haber verb construction in the imperfect tense (había – there was/were) 6.10 ∆*Review and employ correct adjective agreement (number/gender) to describe people 6.11 ∆*Recall direct object pronoun use and placement in Spanish. 6.12 ∆*Locate the indirect object of a sentence.

Spanish II

6.13 ∆*Identify and utilize indirect object pronouns in Spanish to avoid redundancy. 6.14 ∆Distinguish indirect object pronoun placement when using single (conjugated) verb

constructions vs. two verb (verb + infinitive) constructions 6.15 ∆*Compare and contrast placement of indirect object pronouns in English and Spanish 6.16 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 6.17 ∆Identify new vocabulary, main characters, and events from La Catrina 6.18 ∆*Compare and contrast Mexican and American culture


• Exprésate 2, Ch. 6 text/audio/visual materials • Ven Conmigo 2, Ch. 7 text/audio/visual materials • La Catrina episode 6 & 7 and workbook activities • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Student Interview: Student A and B take turns asking how often they engaged in certain childhood activities.

• Who’s Who? Guessing Game: Each student briefly describes him/herself as a child in writing (3-4 sentences), including a physical/personality description and hobbies. The teacher collects each writing prompt and redistributes for students to read and guess the student described.


• Culminating Performance Assessment Task(s): o Task 1: Create a Power Point “album” presentation about your childhood. Include about

10 slides illustrating and describing yourself and your family/friends, your home and neighborhood, favorite parks/playground, yearly vacations, sports, hobbies, etc. Use the imperfect tense and expressions of time. Scan or insert authentic pictures from your childhood.

Spanish II



Unit 7: La rutina diaria (Daily Routine) Time Frame: March Length of Unit: 3-4 weeks Enduring Understandings Essential Questions



• Humans are creatures of habit. • Daily routine promotes overall good health. • Languages use different structures to

communicate tense and indicate the agent/ of an action.






• How do people typically prepare for the day ahead?

• How does daily routine differ on school/work days and non-school/work days?

• How do people unwind and prepare to rest? • How do I indicate actions performed by

myself versus actions performed by others? • How do reflexive verbs differ from non-

reflexive verbs? • What is the difference between a reflexive,

direct and indirect object pronoun? • How do I distinguish the present from the

past tense? • What elements contribute to fluid writing

and speech? • How do I express the distance between

objects? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 7.1 ∆*Define and apply vocabulary for daily routine, including activities and objects (i.e. el jabón, el hilo

dental) 7.2 ∆*Outline one’s daily routine, past and present 7.3 ∆*Review and identify body parts in Spanish 7.4 ∆*Recall verb + infinitive construction to express obligations and routine activities (i.e. tener que,

preferir) 7.5 ∆Identify and apply additional verb + infinitive constructions: acabar de, soler, faltar 7.6 ∆*Distinguish conjugated and infinitive verb forms 7.7 ∆Use both conjugated verb and verb + infinitive constructions within one sentence 7.8 ∆*Identify reflexive pronouns in Spanish 7.9 ∆*Recognize and utilize reflexive verbs and pronouns in Spanish 7.10 ∆*Conjugate reflexive verbs in the present tense 7.11 ∆Conjugate reflexive verbs in the present tense and past tense (preterite/imperfect), combined

Spanish II

7.12 ∆*Manipulate reflexive pronoun form and placement to match subject and verb constructions 7.13 ∆*Recognize and formulate stem-change reflexive verbs (i.e. despertarse, dormirse, despedirse,

etc.) 7.14 ∆Distinguish reflexive pronoun placement when using single (conjugated) verb constructions vs.

two verb (verb + infinitive) constructions 7.15 ∆*Recognize differences between reflexive and non-reflexive actions/verbs 7.16 ∆Explain differences between reflexive, direct and indirect object pronouns 7.17 ∆Learn and apply useful words and phrases to create more fluid writing (antes de, mientras,

entonces, normalmente, etc) 7.18 ∆*Identify forms and function of demonstrative adjectives in Spanish (este, ese, aquel) 7.19 ∆*Compare and contrast demonstrative adjectives in English and Spanish 7.20 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 7.21 ∆Identify new vocabulary, main characters, and events from La Catrina 7.22 ∆*Compare and contrast Mexican and American culture


• En Español 1 Unidad 5 textbook/video/audio materials • Exprésate 1 Videocultura Ch. 5 “Prepararse para una fiesta” • La Catrina episode 8 & 9 and workbook activities • Song “No Hago Más Na” by El Gran Combo.

http://www.colby.edu/~bknelsom/SLC/reflexives_combo.php • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Realia: Display various daily routine items in multiple classroom station. Students identify the object, its purpose and its position/location (demonstrative adjectives).

• Charades: Act out daily routine verbs for improved recall Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Composition “Mi rutina diaria:” Write a 5 paragraph essay outlining your daily

routine, including morning, afternoon and evening. Include an introduction and conclusion. Use new vocabulary and reflexive and non-reflexive verbs (1 and 2/verb+infinitive constructions), and connections/prepositions.

o Task 2: Prepare, narrate and record a story corresponding to a daily routine picture sequence in the language lab. Use daily routine vocabulary, appropriate subjects, reflexive and non-reflexive verb constructions.

Spanish II



Unit 8: El trabajo/Las profesiones (Work/Professions) Time Frame: April Length of Unit: 1 month Enduring Understandings Essential Questions



• Personal interests and skills influence career choice.

• Job success requires hard work and dedication.

• Requirements vary from job to job. • Languages use different structures to

communicate tense. • Most Spanish verbs follow patterns, while

some do not. • Interpreting spoken language is essential to

good communication. • The Spanish-speaking world is comprised




• What are my skills and interests? • What are my personal and professional

goals? • How does my current education affect my

future? • How does one acquire a certain job? • How does one achieve success in a given

field? • How do I express myself in the future? • How the present, past and future tenses

differ? • How do I differentiate the verbs saber and

conocer? • How do I construct regular and irregular

verbs in present tense? • What are some different groups of irregular

verbs in the present tense? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 8.1 ∆*Define and apply vocabulary for jobs and job-related activities 8.2 ∆*Examine his/her skills and interests, and strengths and weaknesses in considering a future career 8.3 ∆*Indicate his/her tentative future plans and professional aspirations 8.4 ∆*Describe skills, requirements, and duties of various jobs 8.5 ∆Compare and contrast childhood and current professional aspirations 8.6 ∆*Express family members’ jobs and job-related activities 8.7 ∆*Conjugate regular and irregular verbs (limited – tener, salir, etc) in the future tense 8.8 ∆*Recognize differences between the present, past and future tense, in both use and form 8.9 ∆Emplpythe present, past and future tense, in speech and writing 8.10 ∆*Distinguish the use of same definition verbs saber vs. conocer (to know) 8.11 ∆*Conjugate regular and irregular verbs in the present tense 8.12 ∆*Identify and form verbs that demonstrate an irregular spell change in the “yo” form present

tense (i.e. “yo” regular: c>zc (ofrecer)/ c>z (convencer)/ g>j (proteger) etc) 8.13 ∆*Identify and form verbs that demonstrate a stem change and other irregularities in the present

tense (i.e. u> ú (actuar)/ uir>y (influir) etc) 8.14 ∆Learn and apply the verb dedicarse (to dedícate oneself to), as opposed to ser

Spanish II

8.15 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 8.16 ∆Identify new vocabulary, main characters, and events from La Catrina 8.17 ∆*Compare and contrast Mexican and American culture


• La Catrina episode 10 and workbook activities • Exprésate 2 pg. 56-57 reading/listening activity ¿A qué se dedica usted? • En Español 1 listening/audio activities regarding professions Unidad 6, Etapa 1 • Ven Conmigo 3 Ch. 12 reading, video and audio/listening activity ¿Qué planes tienes para el

futuro? • Cantos Ritmos y Rimas, Lannie Zovi, 2002 (Vibrante Press) song “En qué trabajas tú?” • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Distribute a survey that aids in determining students skills, strength/weakness to help them consider possible careers


• Culminating Performance Assessment Task(s): o Task 1: Write and perform a paired dialogue in which Student A and B ask and respond

to questions about future personal and professional plans, including skills, job requirements, life goals, etc.

Spanish II



Uni1t 9: La comida (Food) Time Frame: early-late May Length of Unit: 3-4 weeks Enduring Understandings Essential Questions



• Languages use different structures to communicate tense and mood, and make comparisons.

• Food customs vary worldwide and reflect one’s culture.

• Climate and geography affect food availability.





• How do food customs vary around the world?

• How can I express my food preferences? • How do climate and geography affect food

availability? • How can I describe inherent characteristics

food? • How do I communicate actions in progress? • What is the difference between and simple

and compound verb forms? • How do I differentiate present, past and

future actions? • How do I compare similar and different

things? • How do Mexican and American cooking

differ? • How do I make suggestions and give

advice? • How do I avoid repetition when giving

commands? • How does object pronoun placement differ

between positive and negative commands? • What are the advantages and disadvantages

of open-air markets as well as supermarkets?



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 9.1 ∆*Define and apply vocabulary for food, (fruits, vegetables, meat and cooking-related verbs) 9.2 ∆*Identify fruits and vegetables particular to the Spanish-speaking world 9.3 ∆*Express individual food preferences 9.4 ∆*Describe characteristics of food using various adjectives (crujiente, salado/a, duro etc) 9.5 ∆*Narrate actions in progress in speech and writing 9.6 ∆*Formulate regular and irregular verbs in the present progressive tense 9.7 ∆*Recognize elements of a compound verb structure (estar + present participle) 9.8 ∆*Differentiate habitual actions (present) from actions currently in progress (present progressive).

Spanish II

9.9 ∆*Classify and apply stem changes to the participle form of the present progressive (e>i, o>u) 9.10 ∆Distinguish present (general and ongoing), past and future actions. 9.11 ∆*Utilize adjective agreement (number and gender) when describing food 9.12 ∆*Learn and apply comparative constructions of equality/inequality(tan como, más/menos que) 9.13 ∆*Identify similarities and differences between equal and unequal comparative constructions. 9.14 ∆*Recall and utilize irregular comparative forms (peor, mejor, etc) 9.15 ∆*Make food recommendations and give advice in the target language 9.16 ∆*Review the use and formation of positive, informal “tú” commands 9.17 ∆*Learn and apply regular and irregular negative, informal “tú” command constructions 9.18 ∆Combine object pronouns (direct, indirect and reflexive) with command constructions 9.19 ∆Compare and contrast object pronoun placement between positive and negative commands 9.20 ∆*Combine positive and negative commands in a single statement 9.21 ∆Compare and contrast object pronoun placement in English and Spanish 9.22 ∆*Identify typical Mexican dishes and ingredients 9.23 ∆*Locate recipes, translate them, and prepare simple Mexican dishes 9.24 ∆*Examine characteristics of open-air markets, and compare and contrast them to supermarkets 9.25 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 9.26 ∆Identify new vocabulary, main characters, and events from La Catrina 9.27 ∆*Compare and contrast Mexican and American culture, particularly food customs Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8 Also:

• La Catrina episode 11 and workbook activities • Various articles (En Español 1,La Catrina workbook) regarding Mexican food and markets • Traditional Mexican recipes (Internet, cookbooks, etc0 • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Drill use and forms of the present progressive by (the teacher) preparing a simple Mexican dish (pico de gallo) in front of the class. As students watch you prepare the dish, they narrate your actions using the present progressive of new vocabulary (i.e. La profesora está cortando la cebolla). Students then have an opportunity to taste the dish.

• Visit a local Mexican restaurant to sample typical Mexican dishes. • Charades: perform actions for improved recall of the present progressive tense • Realia: Bring in authentic or visual representation of food items to drill vocabulary


• Culminating Performance Assessment Task(s): o Task 1: “Una receta mexicana:” Select a simple, authentic Mexican recipe and prepare

the dish on video or in front of the class. Narrate and demonstrate the steps of cooking the dish to the class using new vocabulary, positive and negative command forms and the present progressive tense. After tasting the dish, peers can express opinions politely using descriptive adjective and comparative forms.

Spanish II



Unit 10: La televisión, el cine y las películas (TV and Movies) Time Frame: late May-mid June Length of Unit: 3 weeks Enduring Understandings Essential Questions



• Languages use different structures to communicate tense.

• Most Spanish verbs follow patterns, while some do not.

• Television and movies reflect and influence daily life.

• Legends and fairy tales span countries and continents.

• Myths and legends convey life lessons and truths.

• Successful immigration involves facing and overcoming hardship.





• How do television and movies influence daily life?

• What are the pros and cons of television viewing?

• How do I express my opinion? • How do I express present and past actions? • How have my television and movie viewing

habits changed over the years? • How are stories passed on? • What are the characteristics of myths and

legends? • Why do people decide to leave their home

country? • What are the advantages and disadvantages

of immigrating to another country? • How do immigrants succeed in a new

country? • What are the advantages or watching an

authentic video in Spanish? • How is Mexican culture similar to and


Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 10.1 ∆*Define and apply vocabulary for television and movies, including programs and genres 10.2 ∆*Express opinions, likes and dislikes regarding television programs and movies 10.3 ∆*Compare past and present TV and movie viewing preferences 10.4 ∆*Examine the influence of television and television viewing habits on daily life 10.5 ∆*Conjugate regular and irregular verbs in the present and past (preterite) tense 10.6 ∆*Learn and apply forms of select stem-changing (preferir, dormir, etc) and completely irregular

“JUI” verbs in the preterite tense (traducir, tener, etc) 10.7 ∆*Watch and interpret segments of Spanish-language TV programs 10.8 ∆*Recognize elements of Spanish telenovelas, and compare and contrast them with American

programs 10.9 ∆Identify characteristics of myths and legends 10.10 ∆Read and interpret various Mexican legends 10.11 ∆Watch and interpret a Spanish-language feature film “El Norte”(Guatemalan brother and sister

flee Guatemala during civil war, and take a risky journey through Mexico to the U.S.) 10.12 ∆Examine and discuss hardships associated with immigration

Spanish II

10.13 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 10.14 ∆Identify new vocabulary, main characters, and events from La Catrina 10.15 ∆*Compare and contrast Mexican, Guatemalan and American culture.


• La Catrina episode 12 &13 and workbook activities • Spanish language TV programs/segments (YouTube, Univisión, Telemundo, etc) • Ven Conmigo 3 Ch. 8 textbook and audio materials (De Antemano: La radio y la televisión) • Paso a Paso 2 Textbook/Workbook, Communicative Activity 10-1 A/B, Myriam Met, Richard

Sayers and Carol Wargin, 2000 (Scott, Foresman and Company) • Leyendas mexicanas legends and mastery exercises: El león y el grillo & Las orejas del conejo • El Norte (film), Gregory Nava, 1983(Cinecom International) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Students describe their favorite TV program or movie in 3-4 sentences using new vocabulary (without stating the title). The teacher collects writing and redistributes each prompt for the class members to read aloud and guess the program.

• Act out Mexican legends using simple props for increased understanding of main events. Various students represent the animal and human characters in front of the class.


• Culminating Performance Assessment Task(s): o Task 1: “Un programa que le fascina a___ (nombre):” Interview a friend or family

member about his/her favorite TV program and write 1-2 paragraphs to describe it. Include new vocabulary, and the present and past tense. Incorporate details such as channel, main characters, length of show, success, etc.

Spanish II



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