Harbor Creek School District Spanish II Page 1 3/5/2012 Spanish II Major Understanding Concepts Timeframe Skills Assessment Standards Communication Daily Routine Day 1-15 E - Recognize and be able to use vocabulary including personal care items, parts of the body and reflexive verbs. Summative Assessments, Performance- Based Assessments, Project-Based Assessments 1.1 1.2 1.3 Day 1-15 E - Use reflexive verbs to describe activities that involve oneself. Day 1-15 E - Discuss daily chores using vocabulary from this section and previously learned. Telling Someone to Do and Not Do Something Day 1-15 E - Use affirmative tú commands to tell someone else to do something. Day 1-15 E - Use negative tú commands to tell someone else NOT to do something. Day 1-15 E - Understand correct pronoun placement when using affirmative and negative tú commands. Say What People Are Doing Day 16-30 E - Say what people are currently doing using the Present Progressive Tense. Day 16-30 E - Construct present participles of irregular, spell change and e to i stem change verbs. Day 16-30 E - Know the options of where to place pronouns when using the Present Progressive Tense.
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Harbor Creek School District
Spanish II Page 1 3/5/2012
Spanish II
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Daily Routine
Day 1-15 E - Recognize and be able to use vocabulary including personal care items, parts of the body and reflexive verbs.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Day 1-15 E - Use reflexive verbs to describe activities that involve oneself.
Day 1-15 E - Discuss daily chores using vocabulary from this section and previously learned.
Telling Someone to Do and Not Do
Something
Day 1-15 E - Use affirmative tú commands to tell someone else to do something.
Day 1-15 E - Use negative tú commands to tell someone else NOT to do something.
Day 1-15 E - Understand correct pronoun placement when using affirmative and negative tú commands.
Say What People Are Doing
Day 16-30 E - Say what people are currently doing using the Present Progressive Tense.
Day 16-30 E - Construct present participles of irregular, spell change and e to i stem change verbs.
Day 16-30 E - Know the options of where to place pronouns when using the Present Progressive Tense.
Harbor Creek School District
Spanish II Page 2 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Persuade Others
Day 16-30 E - Attempt to persuade others saying what they should do using the correct forms of the verb deber + infinitive.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Day 16-30 F - Negotiate responsibilities of household chores using vocabulary of the section.
Day 16-30 E - Use adverbs with -mente constructions to describe how things are to be done.
Describe a House Day 16-30
E - Describe parts of the house and furniture using vocabulary of this section.
Day 16-30 E - Develop a detailed plan of one's ideal or dream house.
Plan a Party Day 31-45
E - Discuss plans for a party using vocabulary of this section, which includes foods, kitchen items, measurements of quantities and numbers to one million.
Day 31-45 F - Create a menu or recipe in Spanish including pictures (can be done in this unit or Unit 2).
Express Extremes Day 31-45
E - Use Superlatives to express extremes of greatest or least of something.
Day 31-45 E - Use Comparatives to compare items.
Discuss Past Activities
Day 31-45 E - Identify and be able to use vocabulary and phrases identifying the past.
Day 31-45 E - Identify and use the Preterite Tense of Regular -ar Verbs.
Day 31-45 E - Identify and use the Preterite Tense of Verbs Ending in -car, -gar & -zar.
Harbor Creek School District
Spanish II Page 3 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Talk about Professions &
Buildings Day 46-60
E - Recognize and be able to discuss professions and features of buildings in a city using vocabulary of this section.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Tell What Happened
Day 46-60 E - Recognize and be able to use Preterite Tense of Regular -er and -ir Verbs.
Day 46-60 E - Recognize and be able to use Preterite Tense of verbs with a y Spelling Change.
Day 46-60 E - Recognize and be able to use Irregular Preterite Verbs: hacer, ir and ser.
Point Out Specific People
and Things
Day 61-75 E - Use vocabulary of this section to identify animals and items found on a farm.
Day 61-75 E - Identify where things are located using location words from this section and from p. 258 covered in Spanish I.
Day 61-75 E - Recognize and point out location of nouns in relation to persons using Demonstrative Adjectives.
Day 61-75 E - Recognize and point out location of nouns in relation to persons using Demonstrative Pronouns.
Harbor Creek School District
Spanish II Page 4 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Discuss What Happened in the
Past
Day 61-75 E - Recognize and identify the order of items and events using ordinal numbers.
Summative Assessments, Performance-
Based Assessments,
Project-Based Assessments
1.1 1.2 1.3
Day 61-75 E - Identify and use Irregular Preterite Verbs: dar, decir, venir, tener and estar.
Talk about Present and
Future Day 76-90
E - Use and identify present and future using Simple Present Tense, Present Progressive Tense, and ir + a + infinitive constructions.
Tell Others to Do or Not Do Something
Day 76-90 E - Use and identify Affirmative (Regular & Irregular) and Negative tú Commands.
Review the Preterite Tense
Day 76-90 E - Use the Regular Preterite Tense of -ar, -er and -ir Verbs.
Day 76-90 E - Use the Irregular Preterite Tense Verbs.
Discuss Leisure Time and Air
Travel Day 91-105
E - Use vocabulary relating to leisure time activities and airplane travel introduced in this section.
Talk about Where You Went & What You Did
Day 91-105 E - Recognize and use Preterite Tense of -ar, -er and -ir verbs.
Day 91-105 E - Recognize and use Preterite Tense of -car, -gar & -zar and also Spell Change Verbs.
Day 91-105 E - Recognize and use Irregular Preterite Tense Verbs: ir, ser, hacer, dar and ver.
Harbor Creek School District
Spanish II Page 5 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Discuss Food & the Arts
Day 106-120 E - Recognize and discuss food and the arts using vocabulary of this section.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Review the Present Tense of Stem-Changing
Verbs
Day 106-120
E - Recognize and use Stem-Change Verbs in the Present Tense.
Talk about the Past Using Irregular
Preterite Verbs
Day 106-120
E - Recognize and be able to use correct forms of Irregular Preterite Verbs.
Discuss Means of Communication
Day 121-135 E - Know vocabulary of newspapers and television from this section.
Identify Nationalities
Day 121-135 E - Recognize and spell nationalities of the Spanish-speaking world and beyond in Spanish.
Saber vs. Conocer
Day 121-135
E - Recognize when to use saber or conocer to express knowledge of people places, facts & information and also know correct forms of each verb in Present and Preterite Tenses.
Point Out Location in
Relation to the Speaker
Day 121-135
E - Demonstrate ability to recognize and point out location of nouns in relation to persons using Demonstrative Adjectives and Pronouns (Review).
Harbor Creek School District
Spanish II Page 6 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Talk about Things Done or that
Occurred in the Past
Day 121-135 E - Recognize and use Preterite Tense of hay – hubo.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Day 121-135 E - Recognize and use Preterite Tense of -ir Verbs that are Stem Changers in Present Tense.
Day 121-135 E - Recognize and use Preterite Tense of Preterite Tense i to y Spell Changing Verbs.
Discuss Childhood &
Family Relations Day 136-150
E - Recognize and be able to talk about childhood pastimes & experiences and family relationships using vocabulary of this section.
Express Possession &
Personal Relationships
Day 136-150 E - Recognize and demonstrate ability to use possessive adjectives (short forms) covered in Spanish I after reviewing.
Day 136-150 E - Recognize and be able to use and correctly place Possessive Adjectives (Long Forms) to express special relationships.
Day 136-150 E - Recognize & construct Possessive Pronouns and demonstrate understanding of their use.
Review Reflexive Verbs
Day 136-150 E - Recognize and use Reflexive Verbs that express feelings and other actions not only in Present Tense, but also in Preterite Tense.
Harbor Creek School District
Spanish II Page 7 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Use Imperfect Tense to Discuss
Past Activities
Day 136-150 E - Understand uses of the Imperfect Tense.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Day 136-150 E - Recognize and be able to use Imperfect Tense of Regular verbs, hay--había and the 3 irregular verbs: ser, ir and ver.
More Tener Expressions
Day 136-150 E - Recognize and be able to use tener expressions introduced in this section and previously to express feelings and emotions.
Discuss Family Celebrations
Day 151-165 E - Discuss family celebrations & events using vocabulary of this section.
Talk about Activities in Progress in
Present & Past
Day 151-165 E - Use Present Progressive to discuss activities ongoing in present.
Day 151-165 E - Use Present Progressive to discuss activities ongoing in past using Imperfect Tense of estar.
Preterite vs. Imperfect
Day 151-165 E - Recognize transitional and other words that indicate use of Preterite or Imperfect Tense.
Day 151-165 E - Determine when to use the Preterite Tense and when to use the Imperfect Tense.
Review Ordinal Numbers
Day 151-165 E - Recognize and be able to correctly use ordinal numbers to express sequence of events and items.
Going Out Day 166-180
E - Order, discuss food, and request the check in a restaurant using the vocabulary from this section and previously learned.
Day 166-180 E - Recognize and be able to talk about things to do in the city with vocabulary from this section.
Harbor Creek School District
Spanish II Page 8 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Communication
Review the Use of Direct &
Indirect Object Pronouns
Day 166-180
E - Recognize, as well as be able to use and place direct and indirect object pronouns to replace direct object and indirect objects respectively.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Using Verbs Like Gustar
Day 166-180 E - Identify and use indirect object pronouns with verbs like gustar to express interest, etc.
Use and Placement of
Double Object Pronouns
Day 166-180 E - Recognize and use correct indirect object pronouns and direct object pronouns to replace indirect & direct objects.
Day 166-180 E - Place Indirect & Direct Objects in the correct order and correct location in relation to verbs.
Day 166-180 E - Demonstrate knowledge of what to do when both indirect and direct object pronouns are third person
Culture
Barcelona, España
Day 1-45 F - Recognize facts about Barcelona, Spain, including sections of the city, ie. Barrio Gótico and some sights, ie. Parque Güell, La Sagrada Familia, etc.
2.1 2.2
Day 1-45 F - Identify unique aspects of Barcelona architecture.
Day 1-45 E - Recognize and be able to use unique vocabulary of Spain, grammatical and pronunciation differences.
Day 1-45 F - Recognize some of the different dialects of Spain, including Catalan.
Day 1-45 F - Recognize the current currency of Spain, the Euro, the former currency, the Peseta, and "cents" centimes.
Arts & Artists
Day 1-45 F - Identify some Spanish artists, writers, etc. including Gaudi, Miró, Picasso, Cervantes.
Day 1-45 F - Identify some contemporary Spanish singers and groups along with unique music styles, such as Flamenco and Rock con raices.
Harbor Creek School District
Spanish II Page 9 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Culture
Foods Day 1-45 F - Identify unique Spanish foods, ie. Paella, tortilla espanola, & tapas--what they consist of and for tapas how and where they are served.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
2.1 2.2
Quito, Ecuador Day 46-90
F - Recognize some basic facts and points of interest in Quito, including Mitad del Mundo, La Casa de Sucre, etc.
Day 46-90 F - Identify the unique street addressing system in the city of Quito.
The Galapagos Islands
Day 46-90 F - Identify unique animal life and significance of the Galapagos Islands.
Otavalo and Quechua
Day 46-90 F - Recognize who los Quechua and that it is also the language of a significant number of people in Ecuador.
Day 46-90 F - Be familiar with where Otavalo is located.
Sayings in Spanish
Day 46-90 F - Recognize Spanish refranes that mean "To each his own." and others.
Regional Vocabulary Differences
Day 46-90 F - Identify different words and phrases used in different Spanish-speaking countries.
Arts and Crafts
Day 46-90 F - Recognize the significance of the market in Otavalo and products sold there, including tapices and other woven goods & textiles.
Day 46-90 F - Identify unique South American animals from which wool is gathered for woven goods from Ecuador and other South American countries.
Day 46-90 F - Identify the origin of the Panama Hat.
Foods Day 46-90 F - Recognize foods brought from the new world to Europe.
Musical Instruments
Day 46-90 F - Be familiar with Ecuadorian instruments including el rondador, the antara, siku, and quena.
Harbor Creek School District
Spanish II Page 10 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Culture
Latinos in the U.S.
Day 91-135 E - Recognize the percentage of population of Latinos in the U.S. and future population trends.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
2.1 2.2
Day 91-135 E - Identify Latino actors in Hollywood, famous muralists and singers.
Day 91-135 E - Recognize contributions of the artists Alejandro and Oscar Romero to the youth of Chicago.
Day 91-135 F - Identify Spanish-speaking Networks in the U.S. and channels aimed at the domestic Spanish-speaking market.
Day 91-135 F - Discuss foods (pollo asado, tostones, etc.), television programs, and other items from the Spanish-speaking world that have come to the U.S.
Los Angeles Day 91-135
F - Be familiar with Griffith Park and El Pueblo de Los Angeles.
Day 91-135 F - Identify other influences and items originating from Latinos, including murals and street names.
Chicago
Day 91-135 F - Recognize Barrio Pilsen and its significance to the Latino community.
Day 91-135 F - Identify the origins of Hispanics in Chicago.
Day 91-135 F - Recognize what is found in and the programs of the Centro Museo de Bellas Artes Mexicanas de Chicago.
Foods Day 91-135
F - Recognize Puerto Rican specialties pollo asado, tostones and arroz con habichuelas coloradas.
Day 91-135 F - Identify meal times in the Spanish-speaking world.
Regional Vocabulary Differences
Day 91-135 F - Identify different words and phrases used in different Spanish-speaking countries.
The Internet Day 91-135 F - Recognize different words used to refer to the Internet.
Day 91-135 F - Understand the availability of Spanish newspapers and other publications on the Internet.
Harbor Creek School District
Spanish II Page 11 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Culture
Miami Day 91-135
F - Recognize that the Nuevo Herald is the Spanish version of the Miami Herald.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
2.1 2.2
Day 91-135 F - Understand why people visit Miami, important businesses, and nationalities of people who live there.
Mexico City
Day 136-180 F - Identify some basic facts about Mexico City, points of interest including Bosque de Chapultepec, and various names of the city.
Day 136-180 F - Be familiar with the Museo Nacional de Antropologia in Bosque de Chapultepec, and items found there including la Piedra del Sol.
Birthdays and Saint Day
Day 136-180 F - Understand people in some Spanish-speaking countries celebrate not only their birthday but also Día del Santo.
Regional Vocabulary Differences
Day 136-180 F - Identify different words and phrases used in different Spanish-speaking countries.
Children & Toys in Mexico
Day 136-180 F - Identify toys children play with in Mexico, including las marionetas.
Foods Day 136-180 F - Identify Mexican foods including tamales, flan, flautas, pollos en salsa verde, cochinita pibil, chiles rellenos, etc.
Connections and Comparisons
Geography
Day 1-45 E - Understand where Barcelona is located.
3.1 3.2 4.1 4.2
Day 1-90 E - Identify countries and capitals of Spanish-speaking nations and countries with a large number of Spanish speakers.
Social Studies Day 1-45 F - Understand some of the history of the city of Barcelona.
Mathematics & Economics
Day 1-45 F - Understand concept of currency exchange and the European switch to the Euro with some national differences.
Harbor Creek School District
Spanish II Page 12 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Connections and
Comparisons
Art & Literature Day 1-45
F - Compare and contrast Spanish singers, writers, and artists with those of the English-speaking world.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
3.1 3.2 4.1 4.2
Day 1-45 F - Identify the influence of Cervantes on modern literature and contributions of artists to modern art.
Health Day 1-45 F - Compare and contrast Spanish foods, ingredients, and desserts with domestic ones.
Architecture Day 1-45 F - Compare & contrast architecture of Barcelona with U.S. architecture.
Geography Day 46-90
E - Understand where Quito, Ecuador is located and other features & parts of this country.
Day 46-90 F - Compare and contrast the three diverse regions of Ecuador.
Social Studies
Day 46-90 F - Understand some of the history of Ecuador, including pre Colombian.
Day 46-90 F - Identify the indigenous people of Ecuador, the Quechua.
Day 46-90 F - Recognize some important figures from Ecuadorian history, including Antonio Jose de Sucre, Atahualpa, Rumiñahui.
Economics Day 46-90 F - Identify the current currency of Ecuador, el dolar, the legacy currency--el sucre, cents-centavos and why the country switched.
Science Day 46-80 F - Identify the contribution of the Galapagos Islands to modern scientific theory.
Health Day 46-90 F - Identify the contributions of foods from the new world to everyday foods.
Arts Day 46-90 F - Compare and contrast domestic weavings of domestic clothing and quilts with that of weavings from Ecuador.
Music Day 46-90 F - Compare and contrast sounds of Ecuadorian music using indigenous wind instruments with those of European wind instruments.
Harbor Creek School District
Spanish II Page 13 3/5/2012
Major Understanding
Concepts Timeframe Skills Assessment Standards
Connections and
Comparisons
Geography Day 91-135 F - Locate where Los Angeles, Chicago, and Miami.
Summative Assessments, Performance-
Based Assessments,
Project-Based
Assessments
3.1 3.2 4.1 4.2
Social Studies Day 91-135
F - Recognize some of the history of Los Angeles, Chicago and Miami.
Day 91-135 F - Understand the financial importance of Miami.
Health Day 91-135 F - Compare & contrast Puerto Rican foods and traditional meal times of the Spanish-speaking word with domestic ones.
Arts & Music Day 91-135 F - Compare & contrast artists and singers of the Spanish-speaking world with those of the English-speaking world with domestic ones.
Geography Day 136-180 F - Be familiar with the geography of Mexico City and the surrounding area, including the volcano El Popocatépetl.
Social Studies
Day 136-180 F - Identify the language of the Aztecs--Nahuatl (and some words).
Day 136-180 F - Understand some of the history of the Aztecs, the structure of their society, about their god Quetzalcóatl and how mistaken identity led to their downfall.
Day 136-180 F - Recognize what is known and unknown about the city of Teotihuacán.
Day 136-180 F - Understand the history and effects of the 1985 Mexico City Earthquake.
Day 136-180 F - Identify the origins of the piñata, who brought it to Mexico, when it is used and how it is different today.
Science Day 136-180 F - Compare & contrast Mexican anti-pollution efforts with domestic ones.
Health Day 136-180 F - Compare & contrast traditional Mexican foods with American ones.
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