R. Scott Poppele April, 2019 · understanding and production. It is recommended that these supplementary materials be incorporated into whole-class and individual activities throughout

Curriculum

Spanish 4 – Pen Argyl Area School District

R. Scott Poppele April, 2019

Spanish 4 – 2019 - Pen Argyl Area School District Curriculum Page | 2

Subject Area: Spanish IV

Overview

Spanish IV continues to focus on reading, writing, listening, and speaking skills for

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 as well as interpreting written works in the target language.

Elements of Content

Vocabulary: Prior vocabulary is reviewed while reviewing and practicing skills in the repaso

(review) units. New vocabulary is introduced with the introduction of advanced grammatical

structures.

Grammar is a critical element of focus because it is necessary to possess a comprehensive

understanding of how words are ordered and manipulated and verbs conjugated within a language in

order to express clear messages and coherent thoughts. Grammar will be practiced and assessed

through a variety of differentiated activities that focus on real-life language use. In Spanish 4, we

emphasize nuances of expression that are possible through the precise understanding and use of

grammatical structures.

Culture is emphasized as a necessary component of language learning through the way it

drives and is influenced by language patterns. Cultural content will be provided in short, targeted

textbook passages and authentic articles (Scholastic magazine El Sol) in which students learn and

master reading skills while engaging in discussion about cultural practices and events in Spanish-

speaking countries. Students will also read authentic Spanish and Latin American literature in the

target language.

Review: Most repaso (review) units are shorter in nature (5-12 days, with differentiation and

extended time based on student needs) and provide an opportunity for students to review, organize,

practice, and discuss key components of vocabulary and grammar from their prior years of Spanish

study while focusing on the most recent vocabulary topics. This structured review helps students build

confidence in what they know and remember, provides an opportunity to review and study those

aspects of the language in which they may not be as proficient, and it provides a springboard into the

higher-level material. One exception: with the reflexive review, students will expand their knowledge

by discussing and practicing additional common uses of reflexive verbs.

Supplementary Vocabulary, Expressions, and Structures are presented on the final page

of this curriculum. They represent components of the language frequently found in real-world

situations that are either not covered in the textbook or that appear intermittently without much

explanation or related practice – but that nevertheless can greatly enhance students’ language

understanding and production. It is recommended that these supplementary materials be incorporated

into whole-class and individual activities throughout the school year in order to enhance student

readiness for real-world Spanish-language encounters and for further Spanish study.


Performance Expectations:

All class activities and assignments are designed to increase students’ whole-language

familiarity and usage—that is, encountering and employing language components in relevant

contexts. Each of the components of performance listed below is designed to help students internalize

the Spanish language. Step one of language learning, academic understanding of the components of

the language (vocabulary, grammar), is a critical element that helps students grow towards natural

language fluency. As second critical step in language learning, it is the intent of this curriculum to help

students realize their language goals by encouraging the internalization of vocabulary and language

structures (grammar) through frequent language usage and pattern repetition.

We recognize that, linguistically speaking, errors in language production are a natural and

intrinsic component of the learning process. Course activities are designed to foment interest and

engagement in the topics covered, thereby encouraging student engagement and risk-taking in a safe

environment. Increased student interest encourages usage and pattern repetition, resulting in a

natural recognition that production of a secondary language need not be dependent upon an

individual’s first language. We learn to better understand in this course that errors are an expected

and important element in language acquisition, as long as they are recognized and gently corrected in

a supportive environment.

Performance Components

Listening: recognize common expressions and questions, obtain accurate meaning from diverse sources, demonstrate

comprehension (in both verbal and nonverbal responses), and perform in a variety of listening situations (peers, teachers,

recordings, informal and formal assessments, etc.)

Reading: recognize words, phrases, grammatical structures, idiomatic expressions; react appropriately to punctuation;

demonstrate comprehension (dramatize reading; verbal and nonverbal responses); demonstrate comprehension of reading

on a variety of topics and for a variety of purposes; interpret and appropriate use and apply information contained in the

reading; respond appropriately to cultural elements contained in reading materials; use appropriate reading strategies to

interpret and understand Spanish texts

Speaking: use Spanish in and out of class as much as possible; ask and answer questions, express needs, tell stories,

obtain and convey information, explain concepts and procedures, persuade; employ correct pronunciation and intonation;

strive towards natural-sounding speech by imitating a variety of sources; dramatize to demonstrate understanding; work

towards memorizing key vocabulary, idioms, and phrases; engage in frequent, appropriate interaction with others in the

target language

Writing: define and write with specific goal and purpose; direct writing towards diverse target audiences (peers, school,

public, teacher); use appropriate planning, revision, proofreading, and (peer) editing strategies; use correct punctuation,

grammar, sentence structure, vocabulary, spelling, and capitalization to convey meaning; use Spanish accent marks

appropriately for word stress and meaning; produce legible and appropriately formatted written work

Cultural Literacy: define culture; understand the link between language and culture; compare and contrast cultural norms between Hispanic countries and between the U.S. and Spanish-speaking countries; analyze cultural content as well as language within authentic source material (e.g., El Sol, short stories, novel)


Unit 1 – Repaso A

Repaso (Review) A - Unit Outcomes: Students will communicate both orally and in writing regarding airports and flying while integrating grammar, vocabulary, and stock phrases from previous relevant Spanish lessons.

Essential Outcome and Related Standards: A. Students will demonstrate the ability to talk about packing for a trip, getting to the airport, and what they do at the airport and while they are flying. B. Students will be able to read about and discuss air travel in South America.

C. Students will be able to demonstrate proficiency in the correct use of aspects of the

present tense studied thus far, including regular and irregular verbs (comprehensive review).

D. Students will be able to demonstrate proficiency in the correct use of the immediate future (ir+a+infinitive), action just completed (acabar+de+infinitive), obligation (tener+que+infinitive), present progressive tense, including regular and irregular verbs. E. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to preparing for and taking a trip by airplane friends, family, and their home while writing about these topics in a question and answer format as well as a short essay. 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 engage in dialog in which they use and recognize relevant vocabulary and grammar structures in order to talk about preparing for and taking an airplane trip: packing, getting to the airport, and activities while at the airport and flying. B. Students will use and recognize relevant vocabulary and grammar structures in order to read passages about air travel and engage in dialog to discuss air travel in South America. C. Students will be able to demonstrate proficiency in the uses of the present tense studied

thus far. This includes complete review and practice pertaining to regular verbs, irregular

verbs, partially irregular verbs, stem-changing verbs, and verbs with spelling changes. They

will accomplish this through a variety of reading, writing, speaking, and listening activities and

paper, oral, and online drills related to the content.

D. Students will be able to demonstrate proficiency in the uses of the immediate future

(ir+a+infinitive), action just completed (acabar+de+infinitive), obligation (tener+que+infinitive),

and present progressive, including regular and irregular forms and spelling changes relevant

to -ir stem-changing verbs. They will accomplish this through a variety of reading, writing,

speaking, and listening activities and paper, oral, and online drills related to the content.

E. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and

phrases as they relate to preparing for and taking a trip by airplane while writing about these

topics in a question and answer format and/or in short essay format.


Remediation: Questions and answers, reflection, teacher discussion, graphic organizers Enrichment: Internet research and activities, questions and answers, additional vocabulary words upon need/desire, supplementary classroom book and magazine resources Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral/written question and answer Resources and Materials: Teacher-developed materials, Internet materials, Así se dice textbook and workbook (ref: ASD level 2, chapter 1), computers/Chromebooks, computer/Smartboard, interactive whiteboard materials and activities, graphic organizers and study guides, verb and grammar folders


Unit 2 – Repaso B

Repaso (Review) B - Unit Outcomes: Students will be able to demonstrate the ability to communicate both orally and in writing about their daily personal routine and taking care of the human body and to relate or describe backpacking travel experiences while integrating grammar, vocabulary, and stock phrases from previous relevant Spanish lessons.

Essential Outcome and Related Standards: A. Students will demonstrate the ability to identify parts of the body and talk about their daily routine. B. Students will be able to demonstrate proficiency in talking about backpacking and camping. C. Students will be able to use reflexive verbs and pronouns. D. Students will differentiate between reflexive and non-reflexive verbs. E. Students will expand their understanding of the reflexive by demonstrating proper usage of reflexive verbs in the following situations: mutual action (saludarse); reflexive with no apparent direct translation (acordarse); verbs with different reflexive meaning (despedir vs. despedirse de); passive actions with no agent (se lavaron los platos); intensified meaning (ir vs. irse) F. Students will be able to give commands using favor de. G. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to the daily routing, backpacking, and camping while writing about these topics in a question and answer format and/or in short essay format. Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 A. Students will demonstrate the ability to identify parts of the body and talk about their daily routine through class discussion and conversation, dialogs, and question-and-answer sessions. B. Students will be able to demonstrate proficiency in talking about backpacking and camping through class discussion and conversation, dialogs, and question-and-answer sessions. C. Students will demonstrate proficiency in the use of reflexive verbs and pronouns while talking and writing about the daily routine, backpacking, and camping. D. Students will demonstrate proficiency in the use of reflexive verbs and pronouns by differentiating between reflexive and non-reflexive verbs and using them properly in conversation and writing. They will accomplish this through a variety of reading, writing, speaking, and listening activities and paper, oral, and online drills related to the content as well as comparing and contrasting English use of the reflexive. E. Students will expand their understanding of the reflexive by demonstrating proper usage of reflexive verbs in the following situations: mutual action (saludarse); reflexive with no apparent direct translation (acordarse); verbs with different reflexive meaning (despedir vs. despedirse de); passive actions with no agent (se lavaron los platos); intensified meaning (ir vs. irse). They will accomplish this through paper and online drills, and reading and discussing passages within the textbook and Scholastic magazine (El Sol) material incorporating these structures.


F. Students will be able to give commands using favor de by incorporating these commands in their dialogs. G. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to the daily routing, backpacking, and camping while writing about these topics in a question and answer format and/or in short essay format. Remediation: Questions and answers, reflection, teacher discussion, graphic organizers Enrichment: Internet research and activities, questions and answers, additional vocabulary words upon need/desire, supplementary classroom book and magazine resources Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral question and answer Resources and Materials: Teacher-developed materials, Internet materials, Así se dice textbook and workbook (ref: ASD level 2, chapter 2), computers/Chromebooks, computer/Smartboard, interactive whiteboard materials and activities, graphic organizers and study guides, verb and grammar folders


Unit 3 – Repaso C Repaso (Review) C - Unit Outcomes: Students will communicate both orally and in writing about traveling by train and the importance of train travel in other countries as compared to the U.S., as well as about ordering and paying for a meal in a restaurant and discussing, comparing, and contrasting different types of restaurants, while integrating grammar, vocabulary, and stock phrases from previous relevant Spanish lessons.

Essential Outcome and Related Standards: A. Students will be able to use vocabulary related to train travel. B. Students will be able to discuss a meal and order and pay for a meal at a restaurant using expanded foods and utensils vocabulary C. Students will be able to discuss interesting train trips in Peru and Mexico. D. Students will be able to discuss restaurants in Spain and Latin America. E. Students will be able to demonstrate proficiency in the uses of the preterite tense studied thus far. F. Students will be able to use prepositional pronouns. G. Students will be able to use adjectives of nationality. 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 engage in dialog in which they use and recognize relevant vocabulary and grammar structures in order to talk about traveling by train. B. Students will engage in dialog in which they use and recognize relevant vocabulary and grammar structures to discuss a meal and order and pay for a meal at a restaurant using expanded foods and utensils vocabulary. C. Students will be able to discuss interesting train trips in Peru and Mexico by reading and discussing relevant passages within the textbook and other resource material including El Sol (Scholastic) and engaging in class wide and group discussions while answering relevant questions in the target language in oral and written format. D. Students will be able to discuss restaurants in Spain and Latin America by reading and discussing relevant passages within the textbook and other resource material including El Sol (Scholastic) and engaging in class wide and group discussions while answering relevant questions in the target language in oral and written format. E. Students will be able to demonstrate proficiency in the uses of the preterite tense studied thus far. This includes complete review and practice pertaining to regular verbs, irregular verbs, partially irregular verbs, stem-changing verbs, and verbs with spelling changes. They will accomplish this through a variety of reading, writing, speaking, and listening activities and paper, oral, and online drills related to the content. F. Students will be able to recall and demonstrate proper use of prepositional pronouns by recalling subject pronouns and their relationship to prepositional pronouns; reviewing the most common prepositions including those that deal with time (antes de, después de, durante) and space (encima de, debajo de, delante de, etc.) and irregular prepositional expressions


(conmigo, contigo); engaging in drills related to possession with “de” (su libro/el libro de él/ella/usted/ellos/ellas/ustedes); and practicing the use of prepositions by replacing simple and complex nouns with the appropriate prepositional pronouns both orally and in writing. G. Students will be able to use adjectives of nationality through a variety of reading, writing, speaking, and listening activities and paper, oral, and online drills related to the content, and incorporating their use into in-class discussions. Remediation: Questions and answers, reflection, teacher discussion, graphic organizers Enrichment: Internet research and activities, questions and answers, additional vocabulary words upon need/desire, supplementary classroom book and magazine resources Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral question and answer Resources and Materials: Teacher-developed materials, Internet materials, Así se dice textbook and workbook (ref: ASD level 2, chapters 3, 4), computers/Chromebooks, computer/Smartboard, interactive whiteboard materials and activities, graphic organizers and study guides, verb and grammar folders


Unit 4 – Repaso D Repaso (Review) D - Unit Outcomes: Students will celebrate modified versions of some Latin American and Spanish holidays, and they will communicate both orally and in writing about their knowledge of these holidays while integrating grammar, vocabulary, and stock phrases from previous relevant Spanish lessons. Students will use up-to-date vocabulary related to technology in which they will write and converse on how they communicate with their family and peers on a daily basis.

Essential Outcome and Related Standards: A. Students will demonstrate the ability to discuss and give details about several Hispanic holidays. B. Students will demonstrate the ability to use current and relevant vocabulary to be able to talk about and use computers, the internet, e-mail, and digital devices including making and receiving calls using cell phones. C. Students will read and write about and discuss various holiday traditions and customs.

D. Students will be able to demonstrate proficiency in the uses of the imperfect tense.

E. Students will correctly differentiate between the proper uses of the Spanish past tenses:

preterite and imperfect.

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


A. Students will be able to talk and give details about several Hispanic holidays during discussions in which they use and recognize relevant vocabulary and grammar structures by comparing holidays celebrated at home to those in Spanish-speaking countries, engaging in question-and-answer activities both orally and in writing, and using interactive web based activities, class discussion, and worksheets. Students will view an authentic dance presentation based on traditional Latin American dance in a theater to increase their cultural awareness of holiday celebrations. B. Students will demonstrate the ability to use current and relevant vocabulary to be able to talk about and use computers, the internet, e-mail, and digital devices including making and receiving calls using cell phones through class discussion and conversation, dialog, and question-and-answer sessions.. C. Students will read and write about and discuss various Hispanic holiday traditions and customs using textbook and external authentic resources, including the Scholastic magazine El Sol. Students will engage in small-group and teacher-led discussions on traditions and customs within their own culture and how they compare to those of various Spanish-speaking countries. Holidays discussed will include but will not be limited to the Day of the Dead, Christmas, los Reyes Magos, New Year’s Day, Hanukkah, Easter, Saint Days, and Cinco de Mayo. D. Students will be able to demonstrate proficiency in the uses of the imperfect tense. This

includes complete review and practice pertaining to regular verbs and irregular verbs. They


will accomplish this through a variety of reading, writing, speaking, and listening activities and

paper, oral, and online drills related to the content.

E. Students will correctly differentiate between the proper uses of the Spanish past tenses:

preterite and imperfect through a variety of reading, writing, speaking, and listening activities

and paper, oral, and online drills related to the content including contextual paragraph

analysis, and listening to and identifying a popular fairy tale in Spanish that incorporates

extensive use of these two tenses.

Remediation: Questions and answers, reflection, teacher discussion, graphic organizers Enrichment: Internet research and activities, questions and answers, additional vocabulary words upon need/desire, supplementary classroom book and magazine resources Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral question and answer Resources and Materials: Teacher-developed materials, Internet materials, Así se dice textbook and workbook (ref: ASD level 2, chapters 5, 6), computers/Chromebooks, computer/Smartboard, interactive whiteboard materials and activities, graphic organizers and study guides, verb and grammar folders


Unit 5 – En el hotel Unit 5 Outcomes: Students will communicate both orally and in writing about staying in hotels and they will discuss hotel and hostel stays in Spanish-speaking countries while integrating double object pronouns and the present perfect tense in their communication.

Essential Outcome and Related Standards: A. Students will be able to recognize and use vocabulary related to hotel stays including checking in and out, and asking for supplies that one may need during a hotel stay. B. Students will express past actions with relevance to the present using the present perfect tense. C. Students will differentiate between indirect, direct, and reflexive object pronouns. D. Students will correctly interpret and use double object pronouns before conjugated verbs and attached to infinitives and gerunds. E. Students will read about and be able to describe the various types of lodging in Latin America and Spain. F. Students will read about and be able to describe the Santiago pilgrimage. 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


A. Students will be able to recognize and use vocabulary related to hotel stays including checking in and out, and asking for supplies that one may need during a hotel stay 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 express past actions with relevance to the present using the present perfect tense by discussing and drilling the verb haber, comparing and contrasting the past tenses with the present perfect, engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will differentiate between indirect, direct, and reflexive object pronouns by reading and analyzing textbook and authentic texts; describing, discussing, drilling, and comparing and contrasting each type of pronoun (indirect, direct, reflexive); engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will correctly interpret and use double object pronouns before conjugated verbs and attached to infinitives and gerunds by reading and analyzing textbook and authentic texts; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. Remediation: textbook, workbook, and online exercises; practice worksheets; oral and listening practice; teacher presentations and exercises; online exercises and feedback; computer-based flashcards and games; videos; computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com; textbook images and video, questions and answers; reflection; teacher discussion; graphic organizers


Enrichment: computer-based activities and games, partner/whole-class games, online textbook-sourced activities, Internet practice exercises and expansion activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through quizlet.com and studyspanish.com, partner dialogs, Internet research and activities, questions and answers, additional vocabulary words, supplementary classroom book and magazine resources Assessment Criteria: written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, written quizzes and tests, questions and answers Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, images, worksheets, teacher-developed materials, Internet-sourced resources, graphic organizers and study guides, verb and grammar folders E. Students will read about and be able to describe, understand, discuss, and compare and contrast the various types of lodging (hotels, hostels, pensions, paradors) in Latin America and Spain by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic. F. Students will read about and be able to describe, understand, and discuss the Santiago pilgrimage by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com Enrichment: Computer-based activities and games, partner/whole-class games, online Textbook activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com and conjuguemos.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, unit project Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, teacher-developed materials, Internet-sourced resources


Unit 6 – Ciudad y campo Unit 6 Outcomes: Students will communicate both orally and in writing about city and country life, and they will be able to compare and contrast activities related to visiting and living in each environment. They will read about and discuss passages about city and country living and about the development of Miami, Florida and its Hispanic connections while expanding on the use of double object pronouns with infinitives and gerunds and speaking about future events.

Essential Outcome and Related Standards: A. Students will be able to recognize and use vocabulary related to the city, country, and related activities. B. Students will correctly interpret and use double object pronouns before conjugated verbs and attached to infinitives and gerunds (targeted practice). C. Students will talk about future events using the future tense. D. Students will read about and be able to describe and discuss city and country living. E. Students will read about and be able to describe and discuss comparisons of the city of Miami, Florida from 1895 to today. 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


A. Students will be able to recognize and use vocabulary related to the city, country, and related 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 correctly interpret and use double object pronouns before conjugated verbs and attached to infinitives and gerunds (targeted practice) by discussing and drilling nouns and replacement object pronouns; comparing and contrasting indirect, direct, and reflexive pronouns; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will talk about future events using the future tense by discussing and drilling regular and irregular verb conjugation in the future tense; comparing and contrasting future stems with verb stems in other tenses; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. Remediation: textbook, workbook, and online exercises; practice worksheets; oral and listening practice; teacher presentations and exercises; online exercises and feedback; computer-based flashcards and games; videos; computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com; textbook images and video; questions and answers; reflection; teacher discussion; graphic organizers Enrichment: computer-based activities and games, partner/whole-class games, online textbook-sourced activities, Internet practice exercises and expansion activities, chapter


audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through quizlet.com and studyspanish.com, partner dialogs, Internet research and activities, questions and answers, additional vocabulary words, supplementary classroom book and magazine resources Assessment Criteria: written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, written quizzes and tests, questions and answers Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, images, worksheets, teacher-developed materials, Internet-sourced resources, graphic organizers and study guides, verb and grammar folders D. Students will read about and be able to describe and discuss city and country living by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic in both oral and written form. E. Students will read about and be able to describe and discuss comparisons of the city of Miami, Florida from 1895 to today by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic in both oral and written form. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com Enrichment: Computer-based activities and games, partner/whole-class games, online Textbook activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com and conjuguemos.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, unit project Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, teacher-developed materials, Internet-sourced resources


Unit 7 – ¿Vas en carro? Unit 7 Outcomes: Students will communicate both orally and in writing about travelling in vehicles (cars, vans, SUVs, trucks, buses), and they will be able to give map directions while using informal (tú), affirmative commands; they will also be able to use the conditional tense in their conversations. They will read about and discuss the Pan American Highway.

Essential Outcome and Related Standards: A. Students will be able to recognize and use vocabulary related to cars and driving. B. Students will be able to recognize, give, and follow detailed map directions using related vocabulary. C. Students will correctly interpret and construct informal affirmative commands (regular and irregular). D. Students will talk about potential events using the conditional tense. E. Students will read about and be able to describe and discuss the Pan American Highway. 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


A. Students will be able to recognize and use vocabulary related to cars and driving 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 be able to recognize, give, and follow detailed map directions using related vocabulary by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools; identifying a destination on a map given a point of origin and detailed oral and written instructions. C. Students will correctly interpret and construct informal affirmative commands by discussing and drilling the informal command forms of regular and irregular verbs; defining and comparing verb tenses and moods; engaging in reading, writing, listening, and speaking exercises with classmates including conversing as well as giving/receiving directions; and using technology tools. D. Students will talk about potential events using the conditional tense by discussing and drilling the regular and irregular forms of the conditional tense; comparing and contrasting the forms and uses of the conditional (treated as a past tense) and future tenses; engaging in reading, writing, listening, and speaking exercises with classmates including conversing, posing and answering questions; and using technology tools. Remediation: textbook, workbook, and online exercises; practice worksheets; oral and listening practice; teacher presentations and exercises; online exercises and feedback; computer-based flashcards and games; videos; computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com; textbook images and video; questions and answers; reflection; teacher discussion; graphic organizers


Enrichment: computer-based activities and games, partner/whole-class games, online textbook-sourced activities, Internet practice exercises and expansion activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through quizlet.com and studyspanish.com, partner dialogs, Internet research and activities, questions and answers, additional vocabulary words, supplementary classroom book and magazine resources Assessment Criteria: written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, written quizzes and tests, questions and answers Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, images, worksheets, teacher-developed materials, Internet-sourced resources, graphic organizers and study guides, verb and grammar folders E. Students will read about and be able to describe and discuss the Pan American Highway by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic in both oral and written form. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com Enrichment: Computer-based activities and games, partner/whole-class games, online Textbook activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com and conjuguemos.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, unit project Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, teacher-developed materials, Internet-sourced resources



Unit 8 – Cocina Hispana Unit 8 Outcomes: Students will communicate both orally and in writing about foods and food preparation and recipes; they will be able to give directions for food preparation while using affirmative and negative formal (usted) commands; they will also be able to use negative, informal commands in their conversations (expanding on skills in the prior unit); they will also be able to discuss subjective situations in Spanish using the subjunctive mood. They will read about and discuss various Hispanic recipes.

Essential Outcome and Related Standards: A. Students will be able to recognize and use vocabulary related to foods, food preparation, and recipes. B. Students will be able to recognize, give, and follow detailed directions for food preparation using related vocabulary. C. Students will correctly interpret and construct regular and irregular negative informal commands as well as regular and irregular affirmative and negative formal commands. D. Students will talk about subjective situations using the subjunctive mood in the present tense. E. Students will read about and be able to describe and discuss various Hispanic recipes. 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


A. Students will be able to recognize and use vocabulary related to foods, food preparation, and recipes 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 be able to recognize, give, and follow detailed directions for food preparation using related vocabulary by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; using technology tools; and describing, identifying, comparing, and contrasting recipes. C. Students will correctly interpret and construct regular and irregular negative informal commands as well as regular and irregular affirmative and negative formal commands by discussing and drilling, and comparing and contrasting, both affirmative and negative forms of regular and irregular informal and formal commands; reviewing and comparing verb tenses and moods; engaging in reading, writing, listening, and speaking exercises with classmates including conversing as well as giving/receiving directions; posing and answering questions; and using technology tools. D. Students will talk about subjective situations using the subjunctive mood in the present tense by discussing and drilling the regular and irregular forms of the present-tense subjunctive verb forms; comparing and contrasting indicative and subjunctive verb forms; practicing the use of the subjunctive in noun clauses using verbs indicating desire, indirect imposition of will, and advisability focusing on the verb querer; engaging in reading, writing, listening, and speaking exercises with classmates including conversing, posing and answering questions; and using technology tools.


Remediation: textbook, workbook, and online exercises; practice worksheets; oral and listening practice; teacher presentations and exercises; online exercises and feedback; computer-based flashcards and games; videos; computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com; textbook images and video; questions and answers; reflection; teacher discussion; graphic organizers Enrichment: computer-based activities and games, partner/whole-class games, online textbook-sourced activities, Internet practice exercises and expansion activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through quizlet.com and studyspanish.com, partner dialogs, Internet research and activities, questions and answers, additional vocabulary words, supplementary classroom book and magazine resources Assessment Criteria: written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, written quizzes and tests, questions and answers Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, images, worksheets, teacher-developed materials, Internet-sourced resources, graphic organizers and study guides, verb and grammar folders E. Students will read about and be able to describe and discuss various Hispanic recipes by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic in both oral and written form. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com Enrichment: Computer-based activities and games, partner/whole-class games, online Textbook activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com and conjuguemos.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, unit project Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, teacher-developed materials, Internet-sourced resources


Unit 9 – ¡Cuídate bien! Unit 9 Outcomes: Students will communicate both orally and in writing about the human body, exercise, physical fitness, and interacting with healthcare professionals in an emergency room after a minor accident has occurred while using expressions of equality, and the subjunctive with impersonal expressions and expressions of possibility. They will read about and discuss the components and benefits of an active lifestyle, and the benefits to Hispanic and other cultures of Doctors without Borders.

Essential Outcome and Related Standards: A. Students will be able to recognize and use vocabulary related to the human body, physical fitness and exercise, and interacting with healthcare professionals. B. Students will correctly interpret and construct expressions of equality. C. Students will talk about subjective situations using the subjunctive mood in the present tense using impersonal expressions and expressions of possibility. D. Students will read about and be able to describe and discuss the components and benefits of an active lifestyle. E. Students will read about and be able to describe and discuss the benefits to Hispanic and other cultures of Doctors without Borders. 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 recognize and use vocabulary related to the human body, physical fitness and exercise, and interacting with healthcare professionals 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 correctly interpret and construct expressions of equality of quantities and qualities by discussing and drilling relevant vocabulary; engaging in reading, writing, listening, and speaking exercises with classmates including conversing and posing and answering questions; and using technology tools. C. Students will talk about subjective situations using the subjunctive mood in the present tense using impersonal expressions and expressions of possibility by focusing on and drilling stem-changing present-tense verbs and comparing and contrasting their indicative and subjunctive conjugations; discussing and drilling the regular and irregular forms of the present-tense subjunctive verb forms; defining impersonal expressions; practicing the use of the subjunctive with impersonal expressions and special expressions of possibility and hope (quizás, tal vez, olajá); engaging in reading, writing, listening, and speaking exercises with classmates including conversing, posing and answering questions; and using technology tools. Remediation: textbook, workbook, and online exercises; practice worksheets; oral and listening practice; teacher presentations and exercises; online exercises and feedback; computer-based flashcards and games; videos; computer-based vocabulary and concept


reinforcement through quizlet.com and studystack.com; textbook images and video; questions and answers; reflection; teacher discussion; graphic organizers Enrichment: computer-based activities and games, partner/whole-class games, online textbook-sourced activities, Internet practice exercises and expansion activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through quizlet.com and studyspanish.com, partner dialogs, Internet research and activities, questions and answers, additional vocabulary words, supplementary classroom book and magazine resources Assessment Criteria: written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, written quizzes and tests, questions and answers Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, images, worksheets, teacher-developed materials, Internet-sourced resources, graphic organizers and study guides, verb and grammar folders D. Students will read about and be able to describe and discuss the components and benefits of an active lifestyle by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic in both oral and written form. E. Students will read about and be able to describe and discuss the benefits to Hispanic and other cultures of Doctors without Borders by reading, discussing, and analyzing text, and expressing and supporting their opinions about the topic in both oral and written form. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com Enrichment: Computer-based activities and games, partner/whole-class games, online Textbook activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com and conjuguemos.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, unit project Resources and Materials: Así se dice level 2 textbook and workbook, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, teacher-developed materials, Internet-sourced resources


Unit 10 – Understanding Culture and Current Events Unit 10 Outcomes: Students will read and communicate both orally and in writing about cultural topics and current events while incorporating expanded vocabulary and expressions in their communication.

Essential Outcome and Related Standards: A. Students will read about and be able to describe and discuss cultural topics and current events. B. Students will correctly interpret and incorporate targeted expressions that enhance expression and understanding into their communication. 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 read about and be able to describe and discuss cultural topics and current events by reading, discussing, and analyzing readings sourced from authentic texts including El Sol magazine (Scholastic), Así se dice levels 3 and 4, and online articles; and expressing and supporting their opinions about the article topics in both oral and written form. B. Students will correctly interpret and incorporate targeted expressions that enhance expression and understanding into their communication by reading about cultural topics and current events from authentic sources; discussing and drilling new vocabulary encountered within the readings as well as the following vocabulary and expressions: cualquier, demasiado, ya no, todavía, valer la pena, expressions with tener and dar, darle ganas de, tocarle (a alguien), tratar de, costarle (a alguien), soler, lo que, use of gerund to express method, lo + adjective as generic noun, al + infinitive, and use of infinitives after prepositions; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. Remediation: textbook, workbook, and online exercises; practice worksheets; oral and listening practice; teacher presentations and exercises; online exercises and feedback; computer-based exercises and feedback, including flashcards and games; videos; computer-based vocabulary and concept reinforcement through quizlet.com and studystack.com; textbook images and video; questions and answers; reflection; teacher discussion; graphic organizers Enrichment: computer-based activities and games, partner/whole-class games, online activities (textbook, El Sol), Internet practice exercises and expansion activities, Internet research and activities, chapter audio and video with accompanying comprehension activities, dramatizations, notes and practice through quizlet.com and studyspanish.com, partner dialogs, questions and answers, additional vocabulary words, supplementary classroom book and magazine resources, audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, discussion and debate


Assessment Criteria: written and oral quizzes and tests, projects, participation (readiness, initiative, ability), cooperative work, oral/written dialog, written quizzes and tests, questions and answers Resources and Materials: El Sol magazine (Scholastic), Así se dice level 2, 3, 4 textbook and workbook, online resources including Hispanic newspapers, computer, projector, Smartboard materials and activities, computers/Chromebooks, manipulatives, practice exercises, puzzles, dialogs, culture videos, images, worksheets, teacher-developed materials, Internet-sourced resources, graphic organizers and study guides, verb and grammar folders

R. Scott Poppele April, 2019 · understanding and production. It is recommended that these supplementary materials be incorporated into whole-class and individual activities throughout

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